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| Publications of Jorgianne I. Hicks :chronological alphabetical combined listing:%% Journal Articles @article{fds313402, Author = {Valentine, JC and Cooper, H and Patall, EA and Tyson, D and Robinson, JC}, Title = {A method for evaluating research syntheses: The quality, conclusions, and consensus of 12 syntheses of the effects of after-school programs.}, Journal = {Research Synthesis Methods}, Volume = {1}, Number = {1}, Pages = {20-38}, Year = {2010}, Month = {January}, ISSN = {1759-2879}, url = {http://dx.doi.org/10.1002/jrsm.3}, Abstract = {Like all forms of empirical inquiry, research syntheses can be carried out in ways that lead to more or less valid inferences about the phenomenon under study. This synthesis of syntheses (a) examined the methods employed in the syntheses of the effects of after-school programs (ASPs) and determined how closely they conformed to what is defined as best practice for research synthesis, (b) compared the inferences drawn from the ASP research literature by each synthesis with the inferences that plausibly could be made from the data they covered, and (c) determined the points of consistency across the syntheses with regard to both potentially valid and potentially invalid conclusions. It was found that the 12 syntheses used highly divergent methods, varying in problem definitions, search strategies, inclusion criteria for individual studies, and techniques for drawing conclusions about the cumulative evidence. Copyright © 2010 John Wiley & Sons, Ltd.}, Doi = {10.1002/jrsm.3}, Key = {fds313402} } @article{fds313399, Author = {Patall, EA and Cooper, H and Robinson, JC}, Title = {Parent involvement in homework: A research synthesis}, Journal = {Review of Educational Research}, Volume = {78}, Number = {4}, Pages = {1039-1101}, Year = {2008}, Month = {December}, ISSN = {0034-6543}, url = {http://dx.doi.org/10.3102/0034654308325185}, Abstract = {New emphasis is being placed on the importance of parent involvement in children's education. In a synthesis of research on the effects of parent involvement in homework, a meta-analysis of 14 studies that manipulated parent training for homework involvement reveals that training parents to be involved in their child's homework results in (a) higher rates of homework completion, (b) fewer homework problems, and (c) possibly, improved academic performance among elementary school children. A meta-analysis of 22 samples from 20 studies correlating parent involvement and achievement-related outcomes reveals (a) positive associations for elementary school and high school students but a negative association for middle school students, (b) a stronger association for parent rule-setting compared with other involvement strategies, and (c) a negative association for mathematics achievement but a positive association for verbal achievement outcomes. The results suggest that different types of parent involvement in homework have different relationships to achievement and that the type of parent involvement changes as children move through the school grades. © 2008 AERA.}, Doi = {10.3102/0034654308325185}, Key = {fds313399} } @article{fds313400, Author = {Patall, EA and Cooper, H and Robinson, JC}, Title = {The Effects of Choice on Intrinsic Motivation and Related Outcomes: A Meta-Analysis of Research Findings}, Journal = {Psychological Bulletin}, Volume = {134}, Number = {2}, Pages = {270-300}, Year = {2008}, Month = {March}, ISSN = {0033-2909}, url = {http://dx.doi.org/10.1037/0033-2909.134.2.270}, Abstract = {A meta-analysis of 41 studies examined the effect of choice on intrinsic motivation and related outcomes in a variety of settings with both child and adult samples. Results indicated that providing choice enhanced intrinsic motivation, effort, task performance, and perceived competence, among other outcomes. Moderator tests revealed the effect of choice on intrinsic motivation was stronger (a) for instructionally irrelevant choices compared to choices made between activities, versions of a task, rewards, and instructionally relevant options, (b) when 2 to 4 successive choices were given, (c) when rewards were not given after the choice manipulation, (d) when participants given choice were compared to the most controlling forms of control groups, (e) for children compared to adults, (f) for designs that yoked choice and control conditions compared to matched designs in which choice was reduced or designs in which nonyoked, nonmatched controls were used, and (g) when the experiment was conducted in a laboratory embedded in a natural setting. Implications for future research and applications to real-world settings are discussed. © 2008 American Psychological Association.}, Doi = {10.1037/0033-2909.134.2.270}, Key = {fds313400} } @article{fds313401, Author = {Cooper, H and Robinson, JC and Patall, EA}, Title = {Does homework improve academic achievement? A synthesis of research, 1987-2003}, Journal = {Review of Educational Research}, Volume = {76}, Number = {1}, Pages = {1-62}, Year = {2006}, Month = {March}, ISSN = {0034-6543}, url = {http://dx.doi.org/10.3102/00346543076001001}, Abstract = {In this article, research conducted in the United States since 1987 on the effects of homework is summarized. Studies are grouped into four research designs. The authors found that all studies, regardless of type, had design flaws. However, both within and across design types, there was generally consistent evidence for a positive influence of homework on achievement. Studies that reported simple homework-achievement correlations revealed evidence that a stronger correlation existed (a) in Grades 7-12 than in K-6 and (b) when students rather than parents reported time on homework. No strong evidence was found for an association between the homework-achievement link and the outcome measure (grades as opposed to standardized tests) or the subject matter (reading as opposed to math). On the basis of these results and others, the authors suggest future research.}, Doi = {10.3102/00346543076001001}, Key = {fds313401} } %% Chapters in Books @misc{fds39616, Author = {Cooper, H. and Robinson, J. C. and Dorr, N.}, Title = {Conducting a meta-analysis}, Series = {(2nd ed.)}, Booktitle = {Psychology research handbook: A primer for graduate students and research assistants}, Publisher = {Sage}, Editor = {T. L. Leong and J. T.}, Year = {2005}, Key = {fds39616} } @misc{fds39614, Author = {Hoyle, R. H. and Robinson, J. C.}, Title = {Mediated and moderated effects in social psychological research: Measurement, design, and analysis issues}, Booktitle = {Handbook of methods in social psychology}, Publisher = {Sage}, Editor = {C. Sansone and C. Morf and A. T. Panter}, Year = {2003}, Key = {fds39614} } %% Articles Submitted @article{fds39492, Author = {Robinson, J. C. and Hoyle, R. H. and Cooper, H. and Smith, R. H}, Title = {Self-evaluative consequences of social comparisons of physical attractiveness: A meta-analytic review}, Year = {2006}, Abstract = {This research examined the existing empirical literature on the self-evaluative consequences of social comparisons of attractiveness through a meta-analysis of 37 studies. The analysis indicated that, in general, social comparisons of attractiveness create contrastive consequences for self-evaluation, producing a moderate effect across self-evaluative outcomes. Even in conditions in which assimilation might be expected, social comparisons of attractiveness produced outcomes indicative of contrast. Effects were similar for both men and women, contrary to prevailing assumptions about the greater role of physical attractiveness perceptions for women. Moderator analyses indicate a need for additional studies that include additional indices of perceptions of similarity, no-comparison control conditions, and both male and female participants.}, Key = {fds39492} } @article{fds253611, Author = {Patall, EA and Cooper, H and Civey Robinson and J}, Title = {Does parent-involvement improve students’ academic}, Journal = {Developmental Psychology}, Year = {2006}, Key = {fds253611} } %% Other @misc{fds48803, Author = {J. Civey Robinson and R. H. Hoyle and H. Cooper and R. H. Smith}, Title = {Self-evaluative consequences of social comparisons of physical attractiveness: A meta-analytic revew}, Journal = {Paper presented at the biennial meeting of the Society for the Psychological Study of Social Issues, Long Beach, CA}, Year = {2006}, Key = {fds48803} } @misc{fds48802, Author = {Robinson, J. C. and Powell, J. A. J. and Smith, R. H.}, Title = {Further Deconfounding the Sociometer: Examining the Relationship Between Ranking and Relational Evaluation}, Journal = {Paper presented at the annual meeting of the Society for Personality and Social Psychology, Palm Springs, CA}, Year = {2006}, Abstract = {The sociometer approach to understanding self-esteem presents that people’s feelings of self-worth serve as a barometer for how relationally-valued they are in the important groups to which they belong. There undoubtedly exists a natural confound between rank on valued attributes and the likelihood of being accepted by a group, however. One could argue that people who do not rank highly on at least one valued attribute remain vulnerable to experiencing relational devaluation. Furthermore, people who believe that they have no attribute that provides high ranking will feel like imposters even if group members accept them. We investigated the influence of inclusionary status on state self-esteem as a function of ranking status in two studies. In these studies, college student participants received false ranking feedback on academic and social intelligence tests. Then, they were either included or excluded by group members for a later activity. We predicted that inclusionary feedback would interact with ranking status such that high-ranking participants who were included would report the highest levels of state self-esteem. Moreover, low-ranking participants who were included despite their inferior status would evidence an “imposter” effect, reporting lower state self-esteem than excluded participants. Across both studies, state self-esteem was influenced by both ranking and inclusionary conditions. Though the predicted interaction effect was not revealed, rejection reduced the self-esteem of high-ranking participants and acceptance increased the self-esteem of low-ranking participants. Future studies will focus on the “imposter” effect by exploring how it may depend on performance expectations, and how it may be alleviated.}, Key = {fds48802} } @misc{fds48796, Author = {Robinson, J. C. and Cooper, H.}, Title = {Homework and achievement: A synthesis of recent research}, Journal = {Paper presented at the annual meeting of the North Carolina Association for Research in Education, Chapel Hill, NC.}, Year = {2005}, Month = {April}, Key = {fds48796} } @misc{fds48795, Author = {Robinson, J. C. and Hoyle, R. H.}, Title = {When your defenses are up: Domain-specific exclusion as a threat to self-worth}, Journal = {Paper presented at the annual meeting of the Society for Personality and Social Psychology, New Orleans, LA}, Year = {2005}, Month = {February}, Key = {fds48795} } @misc{fds48797, Author = {Robinson, J. C. and Hoyle, R. H.}, Title = {Appearance-based exclusion as a threat to self-worth}, Journal = {Paper presented at the annual meeting of the Society for Personality and Social Psychology, Austin, TX}, Year = {2004}, Month = {February}, Key = {fds48797} } @misc{fds48798, Author = {Robinson, J. C. and Duvall, J. L. and Hoyle, R. H. and Pasatta, C. M.}, Title = {Contingency of self-esteem on appearance, salience of appearance, and awareness of the public self}, Journal = {Paper presented at the annual meeting of the Society for Personality and Social Psychology, Los Angeles, CA}, Year = {2003}, Month = {February}, Key = {fds48798} } @misc{fds48799, Author = {Hoyle, R. H. and Robinson, J. C. and Park, H. and Pasatta, C. M. and Duvall, J. and L.}, Title = {Contingency of self-esteem on inclusionary status moderates the effects of exclusion on affect}, Journal = {Paper presented at the annual meeting of the Society for Personality and Social Psychology, Los Angeles, CA}, Year = {2003}, Month = {February}, Key = {fds48799} } | |
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