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.

A Meta-Analysis of the Efficacy of Different Types of Parental Involvement Programs for Urban Students

2012 ◽  
Vol 47 (4) ◽  
pp. 706-742 ◽  
Author(s):  
William Jeynes
Keyword(s):  
Academic Achievement ◽  
Parental Involvement ◽  
Secondary School ◽  
Secondary School Students ◽  
Meta Analysis ◽  
Effect Sizes ◽  
School Students ◽  
12Th Grade ◽  
Different Types ◽  
The Relationship

This meta-analysis of 51 studies examines the relationship between various kinds of parental involvement programs and the academic achievement of pre-kindergarten-12th-grade school children. Analyses determined the effect sizes for various parental involvement programs overall and subcategories of involvement. Results indicate a significant relationship between parental involvement programs overall and academic achievement, both for younger (preelementary and elementary school) and older (secondary school) students as well as for four types of parental involvement programs. Parental involvement programs, as a whole, were associated with higher academic achievement by .3 of a standard deviation unit. The significance of these results is discussed.

scholarly journals Specificity of Future Thinking in Depression: A Meta-Analysis

2018 ◽  
Author(s):  
Beau Gamble ◽  
David Moreau ◽  
Lynette J. Tippett ◽  
Donna Rose Addis
Keyword(s):  
Random Effects ◽  
Meta Analysis ◽  
Emotional Valence ◽  
Effect Sizes ◽  
Current Evidence ◽  
Future Research ◽  
Future Thinking ◽  
Moderator Variables ◽  
Search Terms ◽  
The Relationship

Reduced specificity of autobiographical memory has been well established in depression, but whether this ‘overgenerality’ extends to future thinking has not been the focus of a meta-analysis. Following a preregistered protocol, we searched six electronic databases, Google Scholar, personal libraries, and contacted authors in the field for studies matching search terms related to depression, future thinking, and specificity. We reduced an initial 7,332 results to 46 included studies, with 89 effect sizes and 4,813 total participants. Random effects meta-analytic modelling revealed a small but robust correlation between reduced future specificity and higher levels of depression (r = .13, p < .001). Of the 11 moderator variables examined, the most striking effects related to the emotional valence of future thinking (p < .001) and the sex of participants (p = .025). Namely, depression was linked to reduced specificity for positive (but not negative or neutral) future thinking, and the relationship was stronger in samples with a higher proportion of males. This meta-analysis contributes to our understanding of how prospection is altered in depression and dysphoria and, by revealing areas where current evidence is inconclusive, highlights key avenues for future research.

scholarly journals Specificity of Future Thinking in Depression: A Meta-Analysis

2019 ◽  
Vol 14 (5) ◽  
pp. 816-834 ◽  
Author(s):  
Beau Gamble ◽  
David Moreau ◽  
Lynette J. Tippett ◽  
Donna Rose Addis
Keyword(s):  
Random Effects ◽  
Meta Analysis ◽  
Emotional Valence ◽  
Effect Sizes ◽  
Current Evidence ◽  
Future Research ◽  
Future Thinking ◽  
Moderator Variables ◽  
Search Terms ◽  
The Relationship

Reduced specificity of autobiographical memory has been well established in depression, but whether this overgenerality extends to future thinking has not been the focus of a meta-analysis. Following a preregistered protocol, we searched six electronic databases, Google Scholar, and personal libraries and contacted authors in the field for studies matching search terms related to depression, future thinking, and specificity. We reduced an initial 7,332 results to 46 included studies, with 89 effect sizes and 4,813 total participants. Random-effects meta-analytic modeling revealed a small but robust correlation between reduced future specificity and higher levels of depression ( r = −.13, p < .001). Of the 11 moderator variables examined, the most striking effects were related to the emotional valence of future thinking ( p < .001) and the sex of participants ( p = .025). Namely, depression was linked to reduced specificity for positive (but not negative or neutral) future thinking, and the relationship was stronger in samples with a higher proportion of males. This meta-analysis contributes to our understanding of how prospection is altered in depression and dysphoria and, by revealing areas where current evidence is inconclusive, highlights key avenues for future research.

Does the SES of the School Matter? An Examination of Socioeconomic Status and Student Achievement Using PISA 2003

2010 ◽  
Vol 112 (4) ◽  
pp. 1137-1162 ◽  
Author(s):  
Laura B. Perry ◽  
Andrew Mcconney
Keyword(s):  
Academic Achievement ◽  
Socioeconomic Status ◽  
Student Outcomes ◽  
Science Achievement ◽  
Research Question ◽  
Individual Student ◽  
School Students ◽  
International Student Assessment ◽  
The Relationship ◽  
School Ses

Background/Context It is well established in the research literature that socioeconomically disadvantaged students and schools do less well on standardized measures of academic achievement compared with their more advantaged peers. Although studies in numerous countries have shown that the socioeconomic profile of a school is strongly correlated with student outcomes, less is understood about how the relationship may vary if both individual student and school socioeconomic status (SES) are disaggregated. Purpose/Objective/Research Question/Focus of Study This study examines the relationship between school SES and student outcomes in more detail by asking two research questions. First, how does the association vary for students of different socioeconomic backgrounds? In other words, is the association stronger for students from lower SES backgrounds than for students from higher SES backgrounds? Second, how does the association vary across schools with different socioeconomic compositions? In other words, are increases in school socioeconomic composition consistently associated with increases in student academic achievement? Population/Participants/Subjects This study uses data from the Australian 2003 Programme for International Student Assessment (PISA). The sample includes over 320 secondary schools and more than 12,000 students from Australia. Research Design This study is a secondary analysis of data from the Australian 2003 PISA. Descriptive statistics are used to compare the average reading, mathematics, and science achievement of secondary school students from different SES backgrounds in a variety of school SES contexts. Conclusions The two main findings of the study are that increases in the mean SES of a school are associated with consistent increases in students’ academic achievement, and that this relationship is similar for all students regardless of their individual SES. In the Australian case, the socio-economic composition of the school matters greatly in terms of students’ academic performance.

scholarly journals Inter-Relations among Motivation, Self-Perceived Use of Strategies and Academic Achievement in Science: A Study with Spanish Secondary School Students

2020 ◽  
Vol 12 (17) ◽  
pp. 6752 ◽  
Author(s):  
Enric Ortega-Torres ◽  
Joan-Josep Solaz-Portoles ◽  
Vicente Sanjosé-López
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
Learning Strategies ◽  
Science Achievement ◽  
Secondary School Students ◽  
Management Strategies ◽  
The Self ◽  
School Students ◽  
The Relationship ◽  
Cognitive And Metacognitive Strategies

The relationship between motivation and the use of learning strategies is a focus of research in order to improve students’ learning. Meaningful learning requires a learner’s personal commitment to put forth the required effort needed to acquire new knowledge. This commitment involves emotional as well as cognitive and metacognitive factors, and requires the ability to manage different resources at hand, in order to achieve the proposed learning goals. The main objectives in the present study were to analyse: (a) Spanish secondary school students’ motivation and self-perception of using strategies when learning science; (b) the nature of the relationship between motivation and perceived use of learning strategies; (c) the influence of different motivational, cognitive, metacognitive and management strategies on students’ science achievement. The Motivated Strategies for Learning Questionnaire (MSLQ) was administered to 364 middle and high-school students in grades 7–11. For each participant, the academic achievement was provided by the respective science teacher. The results obtained from the Pearson product-moment correlations between the study variables and a stepwise regression analysis suggested that: (1) motivation, cognitive and metacognitive, and resource management strategies, have a significant influence on students’ science achievement; (2) students’ motivation acts as a kind of enabling factor for the intellectual effort, which is assessed by the self-perceived use of learning strategies in science; and, (3) motivational components have a greater impact on students’ performance in science than cognitive and metacognitive strategies, with self-efficacy being the variable with the strongest influence. These results suggest a reflexion about the limited impact on science achievement of the self-perceived use of cognitive and metacognitive strategies, and highlight the importance of students’ self-efficacy in science, in line with previous studies.

scholarly journals Multidimensional Perfectionism and Burnout: A Meta-Analysis

2018 ◽  
Author(s):  
Thomas Curran
Keyword(s):  
Meta Analysis ◽  
Effect Sizes ◽  
Future Research ◽  
Or Education ◽  
Random Effects Models ◽  
Significant Relationships ◽  
Before And After ◽  
The Relationship ◽  
Negative Relationships ◽  
Work Domain

A meta-analysis of research examining the relationships between multidimensional perfectionism and burnout is provided. In doing so, relationships before and after controlling for the relationship between dimensions of perfectionism were examined along with whether relationships were moderated by domain (work, sport, or education). A literature search yielded 43 studies (N = 9,838) and 663 effect sizes. Meta-analysis using random-effects models revealed that perfectionistic strivings had small negative or non-significant relationships with overall burnout and symptoms of burnout. By contrast, perfectionistic concerns displayed medium-to-large and medium positive relationships with overall burnout and symptoms of burnout. After controlling for the relationship between dimensions of perfectionism, "pure" perfectionistic strivings displayed notably larger negative relationships. In terms of moderation, in some cases, perfectionistic strivings were less adaptive and perfectionistic concerns more maladaptive in the work domain. Future research should examine explanatory mechanisms, adopt longitudinal designs, and develop interventions to reduce perfectionistic concerns fueled burnout.

scholarly journals Morbid exercise behaviour and eating disorders: A meta-analysis

2020 ◽  
Vol 9 (2) ◽  
pp. 206-224
Author(s):  
Manuel Alcaraz-Ibáñez ◽  
Adrian Paterna ◽  
Álvaro Sicilia ◽  
Mark D. Griffiths
Keyword(s):  
Eating Disorders ◽  
Dietary Restraint ◽  
Meta Analysis ◽  
Effect Sizes ◽  
Sensitivity Analyses ◽  
Future Research ◽  
Random Effects Models ◽  
Exercise Behaviour ◽  
Wide Range ◽  
The Relationship

AbstractBackground and aimsThis study examined the relationship between self-reported symptoms of morbid exercise behaviour (MEB) and eating disorders (ED) using meta-analytic techniques.MethodsWe systematically searched MEDLINE, PsycINFO, Web of Science, SciELO and Scopus. Random effects models were used to compute pooled effect sizes estimates (r). The robustness of the summarized estimates was examined through sensitivity analyses by removing studies one at a time.ResultsSixty-six studies comprising 135 effect-sizes (N = 21,816) were included. The results revealed: (a) small-sized relationship in the case of bulimic symptoms (r = 0.19), (b) small- (r = 0.28) to medium-sized relationships (r = 0.41) in the case of body/eating concerns, and (c) medium-sized relationships in the case of overall ED symptoms (r = 0.35) and dietary restraint (r = 0.42). Larger effect sizes were observed in the case of overall ED symptoms in clinical, younger, and thinner populations, as well as when employing a continuously-scored instrument for assessing ED or the Compulsive Exercise Test for assessing MEB. Larger effect sizes were also found in female samples when the ED outcome was dietary restraint.ConclusionsThe identified gaps in the literature suggest that future research on the topic may benefit from: (a) considering a range of clinical (in terms of diagnosed ED) and non-clinical populations from diverse exercise modalities, (b) addressing a wide range of ED symptomatology, and (c) employing longitudinal designs that clarify the temporal direction of the relationship under consideration.

scholarly journals Social Support Benefits Psychological Adjustment of International Students: Evidence From a Meta-Analysis

2019 ◽  
Vol 50 (7) ◽  
pp. 827-847 ◽  
Author(s):  
Michael Bender ◽  
Yvette van Osch ◽  
Willem Sleegers ◽  
Mengyu Ye
Keyword(s):  
Social Support ◽  
International Students ◽  
Psychological Adjustment ◽  
Meta Analysis ◽  
Effect Sizes ◽  
Future Research ◽  
Systematic Assessment ◽  
Growing Body ◽  
Different Types ◽  
The Relationship

A growing body of literature is exploring the link between social support and international students’ psychological adjustment. So far, however, there has been no systematic assessment of the overall relationship, and no indication which types and sources of social support may be most strongly associated with psychological adjustment. Our meta-analysis of 257 effect sizes across 76 studies fills this gap and assesses (a) the magnitude of the overall association between social support and international students’ psychological adjustment, (b) how different types (subjective, objective, and mixed) and sources (host, conational, international, mixed, and unspecified) of social support moderate the relationship between social support and psychological adjustment, and (c) whether the relationship between social support and psychological adjustment holds across different operationalizations of psychological adjustment. We find a positive overall association ( r = .20, 95% confidence interval [CI] = [0.16, 0.23]) between social support and international students’ psychological adjustment. Types and sources of social support matter as well: Subjective social support relates more strongly to psychological adjustment than objective social support. The data revealed that only support from mixed sources (i.e., not distinguishing between internationals, host, or conationals) is associated with a stronger effect of social support than support from conationals or from fellow international students (compared with support from host sources). We find no differences in the relation between social support and positive or negative adjustment. We outline recommendations for future research based on the meta-analysis.

scholarly journals The Relationship between Family Violence and Self-Control in Adolescence: A Multi-Level Meta-Analysis

2018 ◽  
Vol 15 (11) ◽  
pp. 2468 ◽  
Author(s):  
Yayouk Willems ◽  
Jian-Bin Li ◽  
Anne Hendriks ◽  
Meike Bartels ◽  
Catrin Finkenauer
Keyword(s):  
Family Violence ◽  
Statistical Power ◽  
Meta Analysis ◽  
Time Lag ◽  
Self Control ◽  
Effect Sizes ◽  
Future Research ◽  
Multi Level ◽  
Low Self Control ◽  
The Relationship

Theoretical studies propose an association between family violence and low self-control in adolescence; however, empirical findings of this association are inconclusive. The aim of the present research was to systematically summarize available findings on the relation between family violence and self-control across adolescence. We included 28 studies with 143 effect sizes, representing more than 25,000 participants of eight countries from early to late adolescence. Applying a three-level meta-analysis, taking dependency between effect sizes into account while retaining statistical power, we examined the magnitude and direction of the overall effect size. Additionally, we investigated whether theoretical moderators (e.g., age, gender, country), and methodological moderators (e.g., time lag between family violence and self-control, informant) influenced the magnitude of the association between family violence and self-control. Our results revealed that family violence and self-control have a small to moderate significant negative association (r = −0.191). This association did not vary across gender, country, and informants. The strength of the association, however, decreased with age and in longitudinal studies. This finding provides evidence that researchers and clinicians may expect low self-control in the wake of family violence, especially in early adolescence. Recommendations for future research in the area are discussed.

A Meta-Analysis

2016 ◽  
Vol 49 (1) ◽  
pp. 4-28 ◽  
Author(s):  
William H. Jeynes
Keyword(s):  
Academic Achievement ◽  
Parental Involvement ◽  
Secondary School ◽  
Meta Analysis ◽  
College Freshman ◽  
Effect Sizes ◽  
School Outcomes ◽  
School Behavior ◽  
College Age ◽  
The Relationship

This meta-analysis of 28 studies examines the relationship between parental involvement and the academic achievement and school behavior of Latino pre-kindergarten-college-age children. Analyses determined the effect sizes for parental involvement overall and specific categories of involvement. Results indicate a significant relationship between parental involvement and academic achievement and overall outcomes, but not for school behavior. This relationship between involvement and academics existed both for younger (grades K-5) and older (secondary school and college freshman) students, as well as for certain specific components of parental involvement. Parental involvement, as a whole, was associated with better school outcomes by .52 of a standard deviation unit. The significance of these results is discussed.

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