Meta-Analysis of Meta-Analyses in Communication: Comparing Fixed Effects and Random Effects Analysis Models

Thirty-nine meta-analyses obtained from the past 10 years of communication research (1997–2007) were reanalyzed using fixed effects (FE), random effects (RE), and Hunter and Schmidt (HS) meta-analytic methods. The majority of studies (62%) reported use of the HS model in the original analysis. Differences identified between models include (a) greater propensity for Type 1 error under the FE approach, (b) episodes of inflated effect size (ES) under the RE approach, and (c) high levels of heterogeneity in population ESs across studies. Recommendations are made for scholars to appropriately choose and implement meta-analytic models in future research.     

An Exploration of Transportation and Psychological Reactance in Organ Donation PSAs

The present study expands on prior work on the use of narratives in persuasive communication by examining students’ (N = 201) reactions to six organ donation public service announcements (PSAs). Reactions to the type of appeal, donor-focused or recipient-focused, were also explored. Results indicated that being immersed in the PSA was positively associated with message reactions and negatively associated with threats to overall freedom of choice when deciding whether or not to become an organ donor. Those perceived threats partially mediated the relationship between immersion into the story of the PSA and message reactions, such that increased threats were associated with reduced message reactions. Individuals exposed to the recipient-focused appeals were more interested in the narrative of the PSAs than those exposed to donor-focused appeals. Results are discussed in the context of future message and campaign development.     

Physiological determinants of elite mountain bike cross-country Olympic performance

Detailed physiological phenotyping was hypothesized to have predictive value for Olympic distance cross-country mountain bike (XCO-MTB) performance. Additionally, mean (MPO) and peak power output (PPO) in 4 × 30 s all-out sprinting separated by 1 min was hypothesized as a simple measure with predictive value for XCO-MTB performance. Parameters indicative of body composition, cardiovascular function, power and strength were determined and related to XCO-MTB national championship performance (n = 11). Multiple linear regression demonstrated 98% of the variance (P < 0.001) in XCO-MTB performance (t_XCO-MTB; [min]) is explained by maximal oxygen uptake relative to body mass (VO_2peak,rel; [ml/kg/min]), 30 s all-out fatigue resistance (FI; [%]) and with a minor contribution from quadriceps femoris maximal torque (T_max; [Nm]): t_XCO-MTB = ?0.217× VO_2peak,rel.–0.201× FI+ 0.012× T_max+ 85.4. Parameters with no additional predictive value included hemoglobin mass, leg peak blood flow, femoral artery diameter, knee-extensor peak workload, jump height, quadriceps femoris maximal voluntary contraction force and rate of force development. Additionally, multiple linear regression demonstrated parameters obtained from 4x30s repeated sprinting explained 88% of XCO-MTB variance (P < 0.001) with t_XCO-MTB = ?5.7× MPO+ 5.0× PPO+ 55.9. In conclusion, XCO-MTB performance is predictable from VO_2peak,rel and 30 s all-out fatigue resistance. Additionally, power variables from a repeated sprint test provides a cost-effective way of monitoring athletes XCO-MTB performance.     

The Persuasive Effects of Audiovisual PSAs to Promote Organ Donation: The Mediating Role of Psychological Reactance

The use of shared experiences and an accurate representation of real life situations is critical to effective speech education. This essay examines the use of role playing and principles of learning applied to the modern speech classroom.     

Relocating respect and tolerance: A practice approach in empirical philosophy

Respect and tolerance are key values in education. They are also among the aims of education and are brought to the foreground in educational policy. We argue that these values are neither philosophically nor politically given aims for which education is a means. Instead, respect and tolerance are enacted and negotiated through educational practices. We emphasize that respect and tolerance should be empirically and critically studied in educational practices. The discussion is based in two previous research projects and the material includes interviews with teachers and students and classroom observations. Moral philosophy is positioned as a conversation partner with the data material. We conclude that respect and tolerance are performed in different modes in practice. These two values cannot be understood as individual cognitive aspects but as multimodal processes and as aspects of collective, bodily and material practices. This article provides a contribution to the theorizing about educating for respect and tolerance.