The effect of burnout and its dimensions on turnover intention among nurses: a meta-analytic review

PurposeThe aim of this study was to survey the relationships between organizational justice perceptions and turnover intention by using meta-analysis.Design/methodology/approachEighty-three correlation values were used. Comprehensive Meta-Analysis Software (CMA) was used to analyze the collected studies.FindingsHeterogeneity and publication bias of each data set was tested. Each data was heterogeneous and included no publication bias. The results suggested that the effect size of distributive justice on turnover intention is −0.396, interactional justice on turnover intention is −0.341, interpersonal justice on turnover intention is −0.361, informational justice on turnover intention is −0.358, procedural justice on turnover intention is −0.369 and overall organizational justice on turnover intention is −0.436. Region was a moderator for the relationship between distributive justice and turnover intention.Originality/valueThe results of this study can provide guidance to the future researchers. Moreover, the managers can use these results for the implementation of organizational strategies and policies.

The Outcomes of Physical Punishment are Typical of All Corrective Actions: A Response to Heilmann et al's (2021) Narrative Review

The reputation of psychological science depends on the adequacy of the science underlying its policy recommendations. This commentary raises concerns about the science used by Heilman et al. (2021) in their recent narrative (not meta-analytic) review that encourages spanking bans worldwide. By reviewing controlled longitudinal studies, Heilmann et al. provided stronger causal evidence than the two meta-analyses of unadjusted correlations most frequently cited to support spanking bans. However, the two previously published meta-analyses of controlled longitudinal studies of spanking do not support spanking bans, due to the trivial size of the average adverse-looking effect of customary spanking in those studies. Moreover, several lines of evidence indicate that this trivial average effect is likely due to inadequate statistical controls rather than an actual adverse causal effect of typical spanking. We need stronger causal evidence for policy recommendations for both the welfare of children and the reputation of psychological science.

School-Based Interventions Improve Body Image and Media Literacy in Youth: A Systematic Review and Meta-Analysis

Body ideals conveyed by the media and by body comparisons often result in body dissatisfaction, which can cause risky health behaviours and eating disorders, especially in adolescents. We conducted a meta-analytic review of existing school-based interventions designed to enhance media literacy in order to reduce body dissatisfaction and to promote a positive body image. We included controlled trials examining children and adolescents from grade five to nine (age 10–15 years) after a manual search and a comprehensive literature search using PsycINFO, Medline, Web of Science, and CENTRAL. We computed average weighted effect sizes (Hedges’ g) with the help of a random effects model and identified seventeen different programme evaluations with 7392 participants. We found a significantly larger effect on positive body image and media literacy in the intervention compared to control groups. However, heterogeneity was substantial for both outcomes. Results suggest that media literacy interventions have the potential to improve media literacy and reduce body dissatisfaction. Interventions that worked with the principle of induction of cognitive dissonance were the most effective.

A Meta-Analytic Review of the Effect of Socioeconomic Status on Academic Performance

The two main purposes of the current meta-analysis were (a) to determine the relation between socioeconomic status (SES) of students and academic performance (AP) (b) and evaluate the effect of several potential moderating factors in this relation. Data covered the publications between 2010 and 2019, and the dataset consisted of 48 independent studies that included 62 different samples, and the total sample was 386.601. Findings revealed that the relation between SES and academic performance represented a moderate positive correlation. All moderators, type of SES measure, academic performance scale, location, grade level, subjects of academic performance, and year, produced significant effects, respectively. These findings were discussed for every category of moderators with the related literature.