我国幼儿攻击性行为干预效果及调节因素的元分析

为综合评价我国幼儿攻击性行为研究干预效果,进一步探究幼儿攻击性行为干预的调节因素,以"幼儿攻击性行为干预""幼儿冲突行为干预""幼儿欺负行为干预"为检索策略,运用Reva Man 5.3软件对我国幼儿攻击性行为干预实验结果进行元分析,并分析干预方式、干预对象、干预时间、测量工具等调节因素对干预效果的影响(纳入26个独立效应量,N=875)。结果表明:我国幼儿攻击行为干预整体上达到中等强度效果量〔SMD=-0.77,95%CI(-0.91,-0.62),P<0.000 1〕;行为干预比游戏干预更有效;干预时长与干预效果存在动态的关系;以家庭为对象的干预方式效果优于直接作用于幼儿的干预方式;测量工具的差异会对研究结果产生一定影响。     

Moving Beyond the Brag Sheet: A Meta-Analysis of Biodata Measures Predicting Student Outcomes

Measures of biographical data, or biodata, provide indicators of one's life history and past experiences. Biodata information is often available in various forms during processes of academic admissions to higher education. Such information can be used, in combination with other factors, to predict students’ future academic and extra-curricular accomplishments. There is a scattered body of literature investigating relationships between standardized biodata measures and a number of student criteria in college. The current study uses meta-analysis methods to summarize findings on how various biodata measures—overall scores or scale scores—predict student accomplishments, including grades, self- and other-rated performances, persistence, and extracurricular accomplishments. Data from 46 independent samples, consisting of 38,478 students and resulting in 74 individual predictor–criterion relationships were analyzed. Results indicate, generally, that biodata measures predict substantially students’ academic and extra-curricular accomplishments. Overall biodata scores correlate with grades at .39, persistence at .25, and point-hour ratios at .35. Students’ accomplishments in leadership, visual and performing arts, music, and science were predicted best by biodata measures developed specifically to target those outcomes. This meta-analytic study provides support for the predictive validity of biographical data inventories with respect to student outcomes and adds justification to the use of biodata in academic selection.     

体育锻炼与自我概念关系的元分析

采用元分析方法对有关体育锻炼与自我概念关系的研究进行了定量分析。共查阅收集了20项符合元分析要求的关于体育锻炼与身体自尊关系的研究，总样本量为5627人。元分析结果表明，体育锻炼与个体自我概念关系的平均效果量为0．37，置信区间为（0．28，0．46），属于中等效应；另外，敏感性分析和发表偏倚显示研究的稳定性较好，没有发表偏倚。结果表明，近年来我国在有关体育锻炼与个体自我概念改善的研究所得结果较为一致，但两者之间的关系顺序在这些研究中并没有得到明确回答。     

The Reporting and Analysis of Research Findings for Within–Subject Designs: Methodological Issues for Meta–Analysis

Abstract

The results of studying the older athlete provide inference to the possible physiological limits found at various ages and the effect of physical activity on the aging process. As a result of the increase in development of atherosclerosis with age and the high intensity effort involved in track competition, the importance of a maximal stress test prior to entering into competition was discussed. The results presented showed 40- to 75-yr-old champion track competitors to have excellent performance, cardiopulmonary function, and body composition characteristics when compared to sedentary and moderately trained subjects of similar ages. Although maximal performance and oxygen intake decreased with age, a dramatic reduction did not occur until after age 65. Body composition measures, maximal pulmonary ventilation, resting heart rate and blood pressure, and serum lipids were similar for subjects up to age 65, but showed a significant decrement thereafter. The causes of the decrement in performance and physiological function with age could not be determined, but were thought to result from a combination of factors, e.g., aging, quantity and quality of conditioning, and number of years in continuous training.     

Are contextual and designed student–student interaction treatments equally effective in distance education?

This systematic review draws from and builds upon the results of a meta-analysis of the achievement effects of three types of interaction treatments in distance education: student–student, student–teacher, and student–content (Bernard et al., Review of Educational Research, 79(3), 1243–1289, 2009). This follow-up study considers two forms of student–student interaction treatments, contextual interaction and designed interaction. Typical contextual interaction treatments contain the necessary conditions for student–student interaction to occur, but are not intentionally designed to create collaborative learning environments. By contrast, designed interaction treatments are intentionally implemented collaborative instructional conditions for increasing student learning. Our meta-analysis compared the effect of these two types of interaction treatments on student achievement outcomes. The results favored designed interaction treatments over contextual interaction treatments. Examples of designed interaction treatments and a discussion of study results and their potential implications for research and instruction in distance education and online learning are presented.     

Tea consumption and risk of stroke: a dose-response meta-analysis of prospective studies

Objective: To determine the association between tea consumption and the risk of stroke. Methods: We searched the PubMed database from January 1966 to March 2012 and reviewed reference lists of retrieved articles to identify relevant studies. Studies were included if they reported relative risks (RRs) and corresponding 95% confidence intervals (CIs) of stroke with respect to three or more categories of tea consumption. A random-effects model was used to combine the study-specific risk estimates. Results: Fourteen studies, consisting of 513 804 participants with a median follow-up of 11.5 years, were included in this meta-analysis. We observed a modest but statistically significant inverse association between tea consumption and risk of stroke. An increase of three cups/d in tea consumption was associated with a 13% decreased risk of stroke (RR 0.87; 95% CI, 0.81–0.94). The decreased risk of stroke with tea consumption was consistent among most subgroups. Based on the three studies that provided results for stroke subtypes, tea consumption was also inversely associated with the risk of ischemic stroke (RR 0.76; 95% CI, 0.69–0.84), but not cerebral hemorrhage (RR 0.96; 95% CI, 0.82–1.11) or subarachnoid hemorrhage (RR 0.81; 95% CI, 0.57–1.16). Conclusions: Tea consumption is associated with a decreased risk of stroke, particularly ischemic stroke. More well-designed, rigorously conducted studies are needed in order to make confident conclusions about the association between tea consumption and stroke subtypes.     

The Use of Meta-Analysis in Exercise and Sport: A Tutorial

Abstract

Meta-analysis is a set of procedures used to quantify, integrate, and analyze the findings of a large number of research studies. It offers the advantage of quantifying effects from individual studies in addition to specifying the procedures the authors followed when reviewing the literature. Although meta-analysis has been demonstrated as a useful technique in exercise and sport research, and new and more appropriate statistical techniques for use in meta-analysis have been developed, these procedures are not widely used. This tutorial describes these advances and provides an example of their application to data from gender differences in throwing velocity during childhood and adolescence.     

Note-Taking Interventions for College Students: A Synthesis and Meta-Analysis of the Literature

ABSTRACT

Although note taking is frequently described as an important skill for postsecondary success, there have been few note-taking intervention studies involving multiple sessions spanning more than one week. In a systematic search, we identified seven peer-reviewed articles reporting 10 intervention studies published from 1990–2014. The only single-case design study addressed taking notes from texts, but four treatment-comparison studies that taught note taking during lectures assessed students' abilities when taking notes from texts. The remaining four treatment-comparison and one single-group design studies focused solely on note taking during lectures. Three types of notes were represented in the corpus: guided (seven studies), split-page (two studies), and self-restructured (one study). In comparing students who did and did not receive note-taking instruction, Hedges's g effect sizes on outcome measures of content learning and note quality ranged from ?0.35 to 2.11. Across nine group design studies, the weighted average effect was 0.54 (CI₉₅ = 0.47 to 0.62). The weighted average Tau-U of the single-case design was 1.00 (CI₉₅ = 0.60 to 1.40).     

组块练习和随机练习对运动技能学习的影响:效果、机制与启示

以固定训练程序进行练习的组块练习（低情境干预）和以随机训练程序进行练习的随机练习（高情境干预）对运动技能学习有重要的影响。运用元分析方法探讨两种练习方式对不同结局指标、不同学习阶段和不同参与肌肉群运动技能学习效果的影响、机制和启示,旨在丰富运动技能学习理论,为提高组块练习和随机练习在体育教学训练实践运用的有效性提供参考依据。研究表明：（1）组块练习和随机练习对不同结局指标、不同练习阶段和不同参与肌肉群的运动技能学习效果不同;（2）从不同结局指标来看,组块练习对动作时间和测量距离类指标的运动技能学习更有效,而随机练习对完成得分和动作速度类效果更佳。（3）从不同学习阶段看,在学习掌握阶段组块练习效果好;在迁移阶段随机练习效果好;而在保持阶段,两种练习方式对不同结局指标运动技能效果各有优势。（4）从不同参与肌肉群的技能看,随机练习对粗大运动技能和精细运动技能学习效果均好于组块练习。     

运动与健康促进研究领域系统评价/Meta分析的方法学与报告质量评价——基于中文核心期刊

目的:评估我国运动与健康促进研究领域系统评价/Meta分析的方法学与报告质量,为规范本领域研究提供参考。方法:计算机检索CNKI数据库中"核心期刊"的系统评价/Meta分析文献,时限为建库至2018年12月31日;按照纳入和排除标准筛选文献并提取数据,使用AMSTAR 2和PRISMA量表分别对方法学和报告质量进行评估,采用Excel 2013软件进行数据统计与分析。结果:共纳入92篇文献。大多数文献的AMSTAR 2量表质量分级为极低质量,PRISMA平均分17.89±2.39,方法学和报告质量均存在缺陷,高质量文献较少。方法学缺陷:未提供研究方案和计划书、未给出排除文献清单及排除理由、未说明纳入文献资助来源及相关利益冲突,考虑偏倚风险不充分,合并结果不够严谨,异质性分析不够完整等;报告质量主要不足:结构式摘要、方案和注册、研究偏倚、其他分析、研究间偏倚和资金支持等存在不同程度缺陷。结论:运动与健康促进领域的中文系统评价/Meta分析整体上方法学和报告质量较差,存在不同程度缺陷亟需进一步完善;由于存在一定局限性,结论尚需更多研究者持续关注并不断完善。