Do Self-Concept Interventions Make a Difference?: A Synergistic Blend of Construct Validation and Meta-Analysis

Autor/inn/en	O'Mara, Alison J.; Marsh, Herbert W.; Craven, Rhonda G.; Debus, Raymond L.
Titel	Do Self-Concept Interventions Make a Difference?: A Synergistic Blend of Construct Validation and Meta-Analysis
Quelle	In: Educational Psychologist, 41 (2006) 3, S.181-206 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0046-1520
DOI	10.1207/s15326985ep4103_4
Schlagwörter	Research Design; Construct Validity; Effect Size; Self Concept; Population Groups; Meta Analysis; Intervention; Feedback; Children; Evaluation Methods + Suchen Sie Ihr Suchwort? Forschungsdesign; Selbstkonzept; Meta-analysis; Metaanalyse; Child; Kind; Kinder
Abstract	Traditional reviews and previous meta-analyses of self-concept interventions have underestimated effect sizes by using an implicitly unidimensional perspective that emphasizes global self-concept. In contrast, this research employed a synergistic blend of meta-analysis and multidimensional construct validation to evaluate the impact of self-concept interventions for children in 145 primary studies (200 interventions). Overall, interventions were significantly effective (d = 0.51, 460 effect sizes). However, in support of the multidimensional perspective, interventions targeting a specific self-concept domain and subsequently measuring that domain were much more effective (d = 1.16), suggesting sole reliance on global self-concept is inappropriate for evaluating interventions designed to enhance a specific component of self-concept. Other moderators (e.g., feedback, experimental design, target population groups) also influenced effect sizes in ways useful to the design of new interventions. Methodologically, this research also demonstrates the use of both fixed and random effects models and incorporation of multiple outcomes from the same study. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10