An Effect Size for Regression Predictors in Meta-Analysis

Autor/inn/en	Aloe, Ariel M.; Becker, Betsy Jane
Titel	An Effect Size for Regression Predictors in Meta-Analysis
Quelle	In: Journal of Educational and Behavioral Statistics, 37 (2012) 2, S.278-297 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1076-9986
DOI	10.3102/1076998610396901
Schlagwörter	Meta Analysis; Effect Size; Multiple Regression Analysis; Models; Predictor Variables; Correlation; Error of Measurement; Computation; Statistical Analysis; Verbal Ability; Teacher Characteristics; Outcomes of Education + Suchen Sie Ihr Suchwort? Meta-analysis; Metaanalyse; Analogiemodell; Prädiktor; Korrelation; Messfehler; Statistische Analyse; Mündliche Leistung; Lernleistung; Schulerfolg
Abstract	A new effect size representing the predictive power of an independent variable from a multiple regression model is presented. The index, denoted as r[subscript sp], is the semipartial correlation of the predictor with the outcome of interest. This effect size can be computed when multiple predictor variables are included in the regression model and represents a partial effect size in the correlation family. The derivations presented in this article provide the effect size and its variance. Standard errors and confidence intervals can be computed for individual r[subscript sp] values. Also, meta-analysis of the semipartial correlations can proceed in a similar fashion to typical meta-analyses, where weighted analyses can be used to explore heterogeneity and to estimate central tendency and variation in the effects. The authors provide an example from a meta-analysis of studies of the relationship of teacher verbal ability to school outcomes. (Contains 3 tables and 2 figures.) (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10