Literaturnachweis - Detailanzeige
| Autor/inn/en | Boers, Frank; Bryfonski, Lara; Faez, Farahnaz; McKay, Todd |
|---|---|
| Titel | A Call for Cautious Interpretation of Meta-Analytic Reviews |
| Quelle | In: Studies in Second Language Acquisition, 43 (2021) 1, S.2-24 (23 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Bryfonski, Lara) ORCID (Faez, Farahnaz) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0272-2631 |
| DOI | 10.1017/S0272263120000327 |
| Schlagwörter | Meta Analysis; Literature Reviews; Effect Size; Computation; Selection Criteria; Research Design; Research Problems; Replication (Evaluation) |
| Abstract | Meta-analytic reviews collect available empirical studies on a specified domain and calculate the average effect of a factor. Educators as well as researchers exploring a new domain of inquiry may rely on the conclusions from meta-analytic reviews rather than reading multiple primary studies. This article calls for caution in this regard because the outcome of a meta-analysis is determined by how effect sizes are calculated, how factors are defined, and how studies are selected for inclusion. Three recently published meta-analyses are reexamined to illustrate these issues. The first illustrates the risk of conflating effect sizes from studies with different design features; the second illustrates problems with delineating the variable of interest, with implications for cause-effect relations; and the third illustrates the challenge of determining the eligibility of candidate studies. Replication attempts yield outcomes that differ from the three original meta-analyses, suggesting also that conclusions drawn from meta-analyses need to be interpreted cautiously. (As Provided). |
| Anmerkungen | Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: https://www.cambridge.org/core/what-we-publish/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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