scholarly journals When Do Students Begin to Think That One Has to Be Either a “Math Person” or a “Language Person”? A Meta-Analytic Review

2021 ◽  
Author(s):  
Sirui Wan ◽  
Fani Lauermann ◽  
Drew H Bailey ◽  
Jacquelynne Eccles
Keyword(s):  
Language Arts ◽  
Meta Analysis ◽  
Motivational Beliefs ◽  
Domain Specific ◽  
Self Perceptions ◽  
Motivational Constructs ◽  
Analytic Review ◽  
Research Designs ◽  
And Performance ◽  
Source Of Information

Believing that one is either a “math person” or a “language person” can have important implications for students’ engagement and performance in different activities and for their educational and career choices. One important source of information children use to form such self-relevant motivational beliefs are dimensional comparisons; that is, students engage in intraindividual comparisons of their subjective abilities across domains such as math and language arts when making self-evaluations. Despite their fundamental impact on students’ educational outcomes, our understanding of when dimensional comparisons begin to influence children’s self-perceptions, how this influence might change as children grow older, and whether the pattern varies across different types of motivational beliefs is still limited. A meta-analysis of 142 independent samples, 210,954 participants, and 426 effect sizes showed that the correlations between students’ math- and language-related motivational beliefs decreased from r = .32, 95% CI [.26, .37] for Grades 1-4 to r = -.01, 95% CI [-.07, .04] for Grades 9-12/13. A meta-regression revealed a significant moderating effect of students’ grade level on the association between students’ math- and language-related motivational beliefs (b = -.06, 95% CI [-.06, -.05]), indicating an increasing differentiation in these beliefs. Findings generalized over samples across the world and studies using different research designs and held true for motivational constructs such as ability self-concepts and interests. Our results suggest that dimensional comparisons are involved in the formation of students’ domain-specific motivational beliefs across the childhood and adolescent years and that their relative importance increases over the school years.

Replication of the Superstition and Performance Study by

2014 ◽  
Vol 45 (3) ◽  
pp. 239-245 ◽  
Author(s):  
Robert J. Calin-Jageman ◽  
Tracy L. Caldwell
Keyword(s):  
Task Difficulty ◽  
Statistical Power ◽  
Meta Analysis ◽  
A Priori ◽  
Significant Heterogeneity ◽  
Performance Study ◽  
Improve Performance ◽  
Research Designs ◽  
Series Of Experiments ◽  
And Performance

A recent series of experiments suggests that fostering superstitions can substantially improve performance on a variety of motor and cognitive tasks ( Damisch, Stoberock, & Mussweiler, 2010 ). We conducted two high-powered and precise replications of one of these experiments, examining if telling participants they had a lucky golf ball could improve their performance on a 10-shot golf task relative to controls. We found that the effect of superstition on performance is elusive: Participants told they had a lucky ball performed almost identically to controls. Our failure to replicate the target study was not due to lack of impact, lack of statistical power, differences in task difficulty, nor differences in participant belief in luck. A meta-analysis indicates significant heterogeneity in the effect of superstition on performance. This could be due to an unknown moderator, but no effect was observed among the studies with the strongest research designs (e.g., high power, a priori sampling plan).

scholarly journals Examining the effects of interorganizational learning on performance: a meta-analysis

2018 ◽  
Vol 33 (4) ◽  
pp. 574-584 ◽  
Author(s):  
Anni Rajala
Keyword(s):  
Meta Analysis ◽  
Moderating Effects ◽  
Interorganizational Learning ◽  
Content Type ◽  
Positive Effects ◽  
Research Designs ◽  
Different Types ◽  
And Performance ◽  
The Relationship ◽  
Practical Implications

Purpose Relationship learning is viewed as an important factor in enhancing competitiveness and an important determinant of profitability in relationships. Prior studies have acknowledged the positive effects of interorganizational learning on performance, but the performance measures applied have varied. The purpose of this study is to examine the relationship between interorganizational learning and different types of performance. The paper also goes beyond direct effects by investigating the moderating effects of different research designs. Design/methodology/approach This paper applies a meta-analytic approach to systematically analyze 21 independent studies (N = 4,618) to reveal the relationship between interorganizational learning and performance. Findings The findings indicate that interorganizational learning is an important predictor of performance, and that the effects of interorganizational learning on performance differ in magnitude under different research conditions. Research limitations/implications The paper focuses on interorganizational learning, and during the data collection, some related topics were excluded from the data search to retain the focus on learning. Practical implications The study evinces the breadth of the field of interorganizational learning and how different research designs affect research results. Moreover, this meta-analysis indicates the need for greater clarity when defining the concepts used in studies and for definitions of the concepts applied in the field of interorganizational learning to be unified. Originality/value This study is the first to meta-analytically synthesize literature on interorganizational learning. It also illuminates new perspectives for future studies within this field.

scholarly journals A critical review on the theoretical framework of differential motor learning and meta-analytic review on the empirical evidence of differential motor learning

2018 ◽  
Author(s):  
Ben Serrien ◽  
Bruno Tassignon ◽  
Jean-Pierre Baeyens ◽  
Ron Clijsen
Keyword(s):  
Motor Learning ◽  
Meta Analysis ◽  
Performance Outcomes ◽  
Fine Motor ◽  
Learning Method ◽  
Neurophysiological Mechanism ◽  
Theoretical Rationale ◽  
Differential Learning ◽  
Analytic Review ◽  
And Performance

Objective. Differential learning is a motor learning method characterized by a high amountof variability during practice. The objective of this paper is twofold. First, a critical appraisalis performed of the theoretical rationale of the differential learning method. Second, asystematic review and meta-analysis of experimental results is made to compare theeffectiveness of differential learning compared to other motor learning methods.Methods. Narrative review of the theoretical rationale of differential learning. Systematicreview and meta-analysis of published randomized controlled trials where differentiallearning is compared to other motor learning methodologies.Results. The theoretical rationale of differential learning is reasonable, but at some points toometaphorically formulated. Especially the use of stochastic resonance as the mechanismbehind differential learning is ambiguous and remains untested to this day. However, indirectevidence for a neurophysiological mechanism has been described and should be pursuedfurther. Empirically, differential learning has been examined in a variety of contexts rangingfrom technical skills and performance outcomes in single sports movements to tactical sportscontexts, fine motor skills, balance tasks and rehabilitation. The meta-analysis showed thatdifferential learning performed better than traditional motor learning methods and that theeffect was larger on the retention test than on the post-test. However, little to no evidence wasfound for the comparison to other variability-based motor learning techniques. Additionally,risk of bias was high or unclear on many items and publication bias was likely which limitsstrong confidence in the conclusions of the meta-analysis.Perspectives. Differential learning is a promising method to enhance motor learning but willrequire further research to test certain theoretical claims and to find factors that predict theindividual and time-dependent optimal amount of practice variability.

The Antecedents and Performance Consequences of Proactive Environmental Strategy: A Meta-analytic Review of National Contingency

2015 ◽  
Vol 11 (3) ◽  
pp. 521-557 ◽  
Author(s):  
Yi Liu ◽  
Jingzhou Guo ◽  
Nan Chi
Keyword(s):  
Economic Performance ◽  
Environmental Performance ◽  
Meta Analysis ◽  
Future Research ◽  
Environmental Strategy ◽  
Western Countries ◽  
Proactive Environmental Strategy ◽  
Analytic Review ◽  
And Performance ◽  
Comprehensive Framework

ABSTRACTIn this article we provide a comprehensive framework to explain, in China and in Western countries, how three antecedents – regulations, stakeholder norms, and managerial mindsets – differently affect proactive environmental strategies (PES) and subsequently influence firm performance. A meta-analysis of 68 studies involving 71 samples supports our hypotheses. In Western countries, top managerial mindsets have the strongest effect and regulations have the weakest effect on PES. In China, regulations, stakeholder norms, and managerial mindsets have similar effects on PES. For Western firms, the PES has stronger effects on environmental performance than on economic performance and the effect on environmental performance is stronger than that in Chinese firms. For firms in China, the PES has equally positively affects on environmental and economic performance, but the effect on economic performance is stronger than that of Western firms. Implications for future research are discussed.

Market Orientation: A Meta-Analytic Review and Assessment of its Antecedents and Impact on Performance

2005 ◽  
Vol 69 (2) ◽  
pp. 24-41 ◽  
Author(s):  
Ahmet H. Kirca ◽  
Satish Jayachandran ◽  
William O. Bearden
Keyword(s):  
Market Orientation ◽  
Multivariate Analyses ◽  
Meta Analysis ◽  
Manufacturing Firms ◽  
Service Firms ◽  
Process Variables ◽  
Analytic Review ◽  
And Performance ◽  
The Relationship ◽  
Measures Of Performance

The authors conduct a meta-analysis that aggregates empirical findings from the market orientation literature. First, the study provides a quantitative summary of the bivariate findings regarding the antecedents and the consequences of market orientation. Second, the authors use multivariate analyses of aggregate study effects to identify significant antecedents of market orientation and the process variables that mediate the relationship between market orientation and performance. In addition, using regression analysis, the authors find that the market orientation–performance relationship is stronger in samples of manufacturing firms, in low power-distance and uncertainty-avoidance cultures, and in studies that use subjective measures of performance. The authors also find that the market orientation–performance correlation is stronger for both cost-based and revenue-based performance measures in manufacturing firms than in service firms. On the basis of the findings, the authors conclude with a discussion of the implications for practice and further research.

Why's My Boss Always Holding Me Down? A Meta-Analysis of Power Effects on Performance Evaluations

1998 ◽  
Vol 2 (3) ◽  
pp. 184-195 ◽  
Author(s):  
John C. Georgesen ◽  
Monica J. Harris
Keyword(s):  
Performance Evaluation ◽  
Meta Analysis ◽  
The Self ◽  
Performance Evaluations ◽  
Effect Sizes ◽  
Social Psychological ◽  
Psychological Theories ◽  
Analytic Review ◽  
And Performance

One factor with potential links to performance evaluation is evaluator power. In a meta-analytic review of the available literature, the relation between power and performance evaluation was examined. Results indicate that as power levels increase, evaluations of others become increasingly negative and evaluations of the self become increasingly positive. We examined moderators of these relations, and methodological variables caused the most differences in effect sizes across studies. The article addresses implications of these findings for businesses and social psychological theories of power.

Stories and the Self

2020 ◽  
Vol 32 (2) ◽  
pp. 47-58 ◽  
Author(s):  
Stefan Krause ◽  
Markus Appel
Keyword(s):  
Meta Analysis ◽  
The Self ◽  
The Other ◽  
Lower Degree ◽  
Contrast Effects ◽  
Self Perception ◽  
Self Perceptions ◽  
Other Hand ◽  
The One ◽  
Implicit And Explicit

Abstract. Two experiments examined the influence of stories on recipients’ self-perceptions. Extending prior theory and research, our focus was on assimilation effects (i.e., changes in self-perception in line with a protagonist’s traits) as well as on contrast effects (i.e., changes in self-perception in contrast to a protagonist’s traits). In Experiment 1 ( N = 113), implicit and explicit conscientiousness were assessed after participants read a story about either a diligent or a negligent student. Moderation analyses showed that highly transported participants and participants with lower counterarguing scores assimilate the depicted traits of a story protagonist, as indicated by explicit, self-reported conscientiousness ratings. Participants, who were more critical toward a story (i.e., higher counterarguing) and with a lower degree of transportation, showed contrast effects. In Experiment 2 ( N = 103), we manipulated transportation and counterarguing, but we could not identify an effect on participants’ self-ascribed level of conscientiousness. A mini meta-analysis across both experiments revealed significant positive overall associations between transportation and counterarguing on the one hand and story-consistent self-reported conscientiousness on the other hand.

‘I’m an expert in me and I know what I can cope with’: Patient expertise in rheumatoid arthritis

2014 ◽  
Vol 10 (3) ◽  
pp. 249-261 ◽  
Author(s):  
Tessa Sanderson ◽  
Jo Angouri
Keyword(s):  
Rheumatoid Arthritis ◽  
Meta Analysis ◽  
Healthcare Systems ◽  
Specific Knowledge ◽  
Active Involvement ◽  
Domain Specific ◽  
Access To Health ◽  
Patient Expertise ◽  
Domain Specific Knowledge ◽  
The Uk

The active involvement of patients in decision-making and the focus on patient expertise in managing chronic illness constitutes a priority in many healthcare systems including the NHS in the UK. With easier access to health information, patients are almost expected to be (or present self) as an ‘expert patient’ (Ziebland 2004). This paper draws on the meta-analysis of interview data collected for identifying treatment outcomes important to patients with rheumatoid arthritis (RA). Taking a discourse approach to identity, the discussion focuses on the resources used in the negotiation and co-construction of expert identities, including domain-specific knowledge, access to institutional resources, and ability to self-manage. The analysis shows that expertise is both projected (institutionally sanctioned) and claimed by the patient (self-defined). We close the paper by highlighting the limitations of our pilot study and suggest avenues for further research.

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