A Comprehensive Meta-Analysis of Character Education Programs

Autor/inn/en	Brown, Mitch; McGrath, Robert E.; Bier, Melinda C.; Johnson, Keith; Berkowitz, Marvin W.
Titel	A Comprehensive Meta-Analysis of Character Education Programs
Quelle	In: Journal of Moral Education, 52 (2023) 2, S.119-138 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7240
DOI	10.1080/03057240.2022.2060196
Schlagwörter	Meta Analysis; Values Education; Research Reports; Comparative Analysis; Mentors; Correlation; Intervention; Problem Solving; Program Effectiveness; Outcomes of Education; Social Emotional Learning + Suchen Sie Ihr Suchwort? Meta-analysis; Metaanalyse; Werterziehung; Research report; Forschungsbericht; Korrelation; Problemlösen; Lernleistung; Schulerfolg
Abstract	This study represents a large meta-analytic investigation of character education studies. We identified 214 studies up until 2017 (N[subscript Total] = 307,512) with at least one computable effect size comparing a character education program to a control condition. Initial analyses indicated a small, significant average positive effect for character education (g = 0.24, 95% CI [0.19, 0.28]). Single-session interventions and mentoring programs were associated with larger effects. However, all treatment lengths were associated with significant treatment effects, and the number of single-session interventions was small. Three programs--Cognitive Problem-Solving, Kohlberg's Moral Dilemma Discussion and Strong Kids--were associated with above-average effects in multiple assessments. Evidence emerged suggesting selection bias in published literature. Correcting this bias indicated lower estimates of mean effects while remaining positive and significant. We consider heterogeneity in reporting standards and discuss how to address biases. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01