scholarly journals A Meta-analysis of Employment Discrimination Against Muslims and Arabs

2018 ◽  
Author(s):  
Timothy Bartkoski ◽  
Ellen Herrmann ◽  
Chelsea Witt ◽  
Cort Rudolph
Keyword(s):  
Meta Analysis ◽  
Experimental Studies ◽  
Research Literature ◽  
Effect Sizes ◽  
Independent Effect ◽  
Work Setting ◽  
Employment Decisions ◽  
Quantitative Review ◽  
Almost All ◽  
Future Work

Muslim and Arab individuals are discriminated against in almost all domains. Recently, there hasbeen a focus on examining the treatment of these groups in the work setting. Despite the great number of primary studies examining this issue, there has not yet been a quantitative review of the research literature. To fill this gap, this meta-analysis examined the presence and magnitude of hiring discrimination against Muslim and Arab individuals. Using 46 independent effect sizes from 26 sources, we found evidence of discrimination against Muslim and Arab people in employment judgments, behaviors, and decisions across multiple countries. Moderator analyses revealed that discrimination is stronger in field settings, when actual employment decisions are made, and when experimental studies used “Arab” (vs. “Muslim”) targets. However, primary studies provide inconsistent and inaccurate distinctions between Arabs and Muslims, therefore future work should be cautious in categorizing the exact aspect of identity being studied.

The effects of four instructional strategies on English learners’ English reading comprehension: A meta-analysis

2021 ◽  
pp. 136216882199413
Author(s):  
Jui-Teng Li ◽  
Fuhui Tong ◽  
Beverly J. Irby ◽  
Rafael Lara-Alecio ◽  
Hector Rivera
Keyword(s):  
Reading Comprehension ◽  
Instructional Strategies ◽  
English Learners ◽  
Meta Analysis ◽  
Experimental Studies ◽  
Research Literature ◽  
School Level ◽  
Effect Sizes ◽  
Learning Context ◽  
The Impact

This meta-analysis includes experimental and quasi-experimental studies of reading interventions for English learners (ELs) coupled with four specific instructional strategies. The purposes of this meta-analysis were two-fold: (1) to identify the effects of the four instructional strategies (i.e. scaffolding, graphic organizers, interactive read aloud, and leveled questions) on ELs’ reading comprehension; and (2) to evaluate the combined effect of these four strategies when used together on ELs’ reading comprehension. In addition to considering that different studies might have varying effect sizes on ELs’ reading comprehension, we also conducted moderator analyses to explore potential moderators that might affect the variation between selected studies. Our moderators were school level, intervention duration, language learning context, and sample size. After an extensive search of research literature, 23 studies were identified that met the inclusion criteria of this meta-analysis study with a total of 2,284 participants. Mean effect sizes among these studies ranged from –.05 to 2.23, depending on instructional strategies. These studies were associated with increased reading comprehension across varied school levels, methodological features, and settings. Our findings showed that each of the four instructional strategies is beneficial for ELs’ reading comprehension. We also found an additional potential benefit on ELs’ reading comprehension when these four instructional strategies are used together throughout a lesson. Our findings also revealed that intervention duration was the only significant moderator, suggesting that the longer the treatment is, the greater the impact will be on ELs’ comprehension.

A preliminary systematic review and meta-analysis on the effects of heart rate variability biofeedback on heart rate variability and respiration of athletes

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Jeffrey Cayaban Pagaduan ◽  
Yung-Sheng Chen ◽  
James William Fell ◽  
Sam Shi Xuan Wu
Keyword(s):  
Systematic Review ◽  
Heart Rate ◽  
Heart Rate Variability ◽  
Web Of Science ◽  
Meta Analysis ◽  
Academic Research ◽  
Experimental Studies ◽  
Quantitative Review ◽  
Heart Rate Variability Biofeedback ◽  
Randomized Control

Abstract To date, there is no quantitative review examining the influence of heart rate variability biofeedback (HRV BFB) on the athlete population. Such an undertaking may provide valuable information on the autonomic and respiration responses of athletes when performing HRV BFB. Thus, purpose of this preliminary systematic review and meta-analysis on the effects of HRV BFB on HRV and respiration of athletes. Searches of Springerlink, SportDiscus, Web of Science, PROQUEST Academic Research Library, Google Scholar, and ScienceDirect were conducted for studies that met the following criteria: (1) experimental studies involving athletes that underwent randomized control trial; (2) availability of HRV BFB as a treatment compared with a control (CON)/placebo (PLA); (3) any pre and post HRV variable and/or breathing frequency as dependent variable/s; and, (4) peer-reviewed articles written in English. Four out of 660 studies involving 115 athletes (25 females and 90 males) ages 16–30 years old were assessed in this review. Preliminary findings suggest the promising ability of HRV BFB to improve respiratory mechanics in athlete population. More work is needed to determine the autonomic modulatory effect of HRV BFB in athletes.

Characteristics of Effective School-Based, Teacher-Delivered Mental Health Services for Children

2019 ◽  
Vol 30 (4) ◽  
pp. 422-432
Author(s):  
Sunyoung Park ◽  
Samantha Guz ◽  
Anao Zhang ◽  
S. Natasha Beretvas ◽  
Cynthia Franklin ◽  
...  
Keyword(s):  
Mental Health ◽  
Mental Health Services ◽  
Health Services ◽  
Meta Analysis ◽  
Specific Treatment ◽  
Externalizing Disorders ◽  
Effect Sizes ◽  
Independent Effect ◽  
School Based ◽  
Treatment Characteristics

Purpose: The increasing need for school-based mental health services has altered teachers’ involvement in mental health services. Methods: This study presents a meta-analysis from a previous systematic review to identify which study characteristics result in effective treatment outcomes. Specific treatment characteristics analyzed in this study include type of intervention, treatment modality, length of treatment, and type of measurement. Effect sizes were coded by internalizing and externalizing disorders, depending on the symptoms the corresponding treatments were intended to address. A final sample size included 9 independent effect sizes of internalizing behaviors and 21 effect sizes of externalizing behaviors. Results: Internalizing disorders, social skill interventions, classroom modalities, and medium treatment length were moderating treatment characteristics. No significant effects were found for externalizing disorders. Conclusions: These results further add to the research on teacher’s role in school-based mental health services and provide important information for social workers who work in schools.

Test Frequency, Stakes, and Feedback in Student Achievement: A Meta-Analysis

2019 ◽  
Vol 43 (3-4) ◽  
pp. 111-151 ◽  
Author(s):  
Richard P. Phelps
Keyword(s):  
Student Achievement ◽  
Early Childhood ◽  
Effect Size ◽  
English Language ◽  
Variance Estimation ◽  
Meta Analysis ◽  
The United States ◽  
Research Literature ◽  
Effect Sizes ◽  
Test Frequency

Background: Test frequency, stakes associated with educational tests, and feedback from test results have been identified in the research literature as relevant factors in student achievement. Objectives: Summarize the separate and joint contribution to student achievement of these three treatments and their interactions via multivariable meta-analytic techniques using a database of English-language studies spanning a century (1910–2010), comprising 149 studies and 509 effect size estimates. Research design: Analysis employed robust variance estimation. Considered as potential moderators were hundreds of study features comprising various test designs and test administration, demographic, and source document characteristics. Subjects: Subjects were students at all levels, from early childhood to adult, mostly from the United States but also eight other countries. Results: We find a summary effect size of 0.84 for the three treatments collectively. Further analysis suggests benefits accrue to the incremental addition of combinations of testing and feedback or stakes and feedback. Moderator analysis shows higher effect sizes associated with the following study characteristics: more recent year of publication, summative (rather than formative) testing, constructed (rather than selected) item response formats, alignment of subject matter between pre- and posttests, and recognition/recall (rather than core subjects, art, or physical education). Conversely, lower effect sizes are associated with postsecondary students (rather than early childhood–upper secondary), special education population, larger study population, random assignment (rather than another sampling method), use of shadow test as outcome measure, designation of individuals (rather than groups) as units of analysis, and academic (rather than corporate or government) research.

A Meta-Analysis on Computer Technology Intervention Effects on Mathematics Achievement for Low-Performing Students in K-12 Classrooms

2020 ◽  
pp. 073563312095206
Author(s):  
Hua Ran ◽  
Murat Kasli ◽  
Walter G. Secada
Keyword(s):  
Instructional Design ◽  
Mathematics Achievement ◽  
Computer Technology ◽  
Meta Analysis ◽  
Empirical Studies ◽  
Effect Sizes ◽  
Independent Effect ◽  
Technology Intervention ◽  
K 12 ◽  
Positive Effect

This meta-analysis extended the current literature regarding the effects of computer technology (CT) on mathematics achievement, with a particular focus on low-performing students. A total of 45 independent effect sizes extracted from 31 empirical studies based on a total of 2,044 low-performing students in K-12 classrooms were included in this meta-analysis. Consistent with previous reviews, this study suggested a statistically significant and positive effect of CT ([Formula: see text] = 0.56) on low-performing students’ mathematics achievement. Of four CT types, the largest CT effect was found with problem-solving system ([Formula: see text] = 0.86), followed by tutoring [Formula: see text] = 0.80), game-based intervention ([Formula: see text] = .58), and computerized practice ([Formula: see text] = .23). Furthermore, other moderators were found to explain variation in CT effects on low-performing students’ mathematics achievement. Study findings contributed to clarifying the effect of CT for low-performing students’ mathematics achievement. Implications for instructional design and practices are also discussed.

The Effects of Mental Practice on Motor Skill Learning and Performance: A Meta-analysis

1983 ◽  
Vol 5 (1) ◽  
pp. 25-57 ◽  
Author(s):  
Deborah L. Feltz ◽  
Daniel M. Landers
Keyword(s):  
Motor Skill ◽  
Meta Analysis ◽  
Research Question ◽  
Research Literature ◽  
Mental Practice ◽  
Skill Learning ◽  
Effect Sizes ◽  
Average Effect ◽  
Subsequent Performance ◽  
Clear Cut

A longstanding research question in the sport psychology literature has been whether a given amount of mental practice prior to performing a motor skill will enhance one's subsequent performance. The research literature, however, has not provided any clear-cut answers to this question and this has prompted the present, more comprehensive review of existing research using the meta-analytic strategy proposed by Glass (1977). From the 60 studies yielding 146 effect sizes the overall average effect size was .48, which suggests, as did Richardson (1967a), that mentally practicing a motor skill influences performance somewhat better than no practice at all. Effect sizes were also compared on a number of variables thought to moderate the effects of mental practice. Results from these comparisons indicated that studies employing cognitive tasks had larger average effect sizes than motor or strength tasks and that published studies had larger average effect sizes than unpublished studies. These findings are discussed in relation to several existing explanations for mental practice and four theoretical propositions are advanced.

scholarly journals The Relationship Between Attitude Toward Science and Academic Achievement in Science: A Three-Level Meta-Analysis

2021 ◽  
Vol 12 ◽  
Author(s):  
Peipei Mao ◽  
Zhihui Cai ◽  
Jinbo He ◽  
Xinjie Chen ◽  
Xitao Fan
Keyword(s):  
Academic Achievement ◽  
Science Achievement ◽  
Meta Analysis ◽  
Research Literature ◽  
Effect Sizes ◽  
Future Research ◽  
School Students ◽  
Societal Relevance ◽  
The Relationship ◽  
Attitude Toward Science

Science education is attracting increasing attention and many researchers focus on the issue about the attitude-achievement relationship in science, but there is still no consistent conclusion. By using a three-level meta-analytic approach, the aim of the current study was to investigate the relationship between attitude toward science and academic achievement in learning science among primary and secondary school students, and to explore if some study characteristics could have contributed to the inconsistent findings with regard to this relationship as observed in the research literature. A total of 37 studies with 132 effect sizes involving a total of 1,042,537 participants were identified. The meta-analytic results revealed that there was an overall positive and moderate relationship between attitude toward science and learning achievement in science (r = 0.248, p < 0.001). The results further found that this association was moderated by the type of attitude and larger effect sizes were shown in self-efficacy than in interest, societal relevance of attitude toward science, and mixed attitude. Moreover, the effect sizes of studies with unstandardized measure to assess science achievement were larger than those with standardized measure. Possible explanations for these findings and its implications for future research directions were also discussed in this review.

scholarly journals A Guide to Conducting a Meta-Analysis with Non-Independent Effect Sizes

2019 ◽  
Author(s):  
Mike W.-L. Cheung
Keyword(s):  
Ad Hoc ◽  
Meta Analysis ◽  
Real Data ◽  
Effect Sizes ◽  
Independent Effect ◽  
New Techniques ◽  
Missed Opportunities ◽  
Research Questions ◽  
Conventional Models ◽  
Traditional Approaches

Conventional meta-analytic procedures assume that effect sizes are independent. When effect sizes are non-independent, conclusions based on these conventional models can be misleading or even wrong. Traditional approaches, such as averaging the effect sizes and selecting one effect size per study, are usually used to remove the dependence of the effect sizes. These ad-hoc approaches, however, may lead to missed opportunities to utilize all available data to address the relevant research questions. Both multivariate meta-analysis and three-level meta-analysis have been proposed to handle non-independent effect sizes. This paper gives a brief introduction to these new techniques for applied researchers. The first objective is to highlight the benefits of using these methods to address non-independent effect sizes. The second objective is to illustrate how to apply these techniques with real data in R and Mplus. Researchers may modify the sample R and Mplus code to fit their data.

scholarly journals The effect of mobile and information technologies on the language development design of preschool children: a meta-analysis and meta-synthesis study

2021 ◽  
Vol 27 (5) ◽  
pp. 498-523
Author(s):  
Duygu Mavi ◽  
Filiz Erbay
Keyword(s):  
Preschool Children ◽  
Language Development ◽  
Information Technologies ◽  
Meta Analysis ◽  
Experimental Studies ◽  
Effect Sizes ◽  
Preschool Period ◽  
Supported Education ◽  
Different Cultures ◽  
Positive Effect

This study aims to reveal the effect of mobile and information technologies (IT) supported education on the language development design of children, in different cultures in the preschool period, using the methods of meta-analysis and meta-synthesis. Fifteen (15) studies were examined in the meta-synthesis and 22 reviews in the meta-analysis. The studies reviewed in the meta-synthesis were subjected to content analysis, and codes were grouped under six themes. Taking into account the effect sizes reported in the experimental studies in the meta- analysis, the total effect size was calculated by using Comprehensive Meta-Analysis. The analysis revealed that mobile and IT supported education had a high positive effect on the language development of preschool children in different cultures.

Toward Optimized Effectiveness of Employee Training Programs

2021 ◽  
Author(s):  
Dilek Uslu ◽  
Justin Marcus ◽  
Yasemin Kisbu-Sakarya
Keyword(s):  
Training Programs ◽  
Meta Analysis ◽  
Employee Training ◽  
Effect Sizes ◽  
Independent Effect ◽  
Workplace Training ◽  
Affective Outcomes ◽  
Training Outcomes ◽  
Training Interventions ◽  
Training Delivery

Abstract. Although organizations invest heavily on employee training, the effectiveness of employee training programs has not been well-established. In the current study, we examine the training delivery features of employee training programs to derive a better understanding of features that may be of best benefit in the improvement of employee affective outcomes. Specifically, and via the use of meta-analysis ( k = 79 studies totaling 107 independent effect sizes), we focus on two broad classes of affective employee training outcomes including attitudinal and motivational outcomes. Results evidence support for the effectiveness of employee workplace training interventions and indicate that employee training programs associated with attitudinal versus motivational outcomes require different features while being delivered to reach optimal effectiveness.

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