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"Effect sizes for experimenting psychologists": Correction to Rosnow and Rosenthal (2003)
Abstract
Reports an error in "Effect sizes for experimenting psychologists" by Ralph L. Rosnow and Robert Rosenthal (Canadian Journal of Experimental Psychology/Revue canadienne de psychologie expérimentale, 2003[Sep], Vol 57[3], 221-237). A portion of the note to Table 1 was incorrect. The second sentence of the note should read as follows: Fisher’s ʐr is the log transformation of r, that is, ½ loge [(1 + r)/(1 - r)]. (The following abstract of the original article appeared in record 2003-08374-009.) [Correction Notice: An erratum for this article was reported in Vol 63(1) of Canadian Journal of Experimental Psychology/Revue canadienne de psychologie expérimentale (see record 2009-03064-004). Correction for Note in TABLE 1 (on page 222): The second sentence should read as follows: Fisher’s zr is the log transformation of r, that is, 1⁄2 loge[(1 + r)/(1 − r)].] This article describes three families of effect size estimators and their use in situations of general and specific interest to experimenting psychologists. The situations discussed include both between- and within-group (repeated measures) designs. Also described is the counternull statistic, which is useful in preventing common errors of interpretation in null hypothesis significance testing. The emphasis is on correlation (r-type) effect size indicators, but a wide variety of difference-type and ratio-type effect size estimators are also described. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
... While the current study provides evidence for the use of SCT variables in narrative persuasion research, it is not without its limitations. The effect sizes in the current study are rather small, although communication interventions typically have small effect sizes (Slater, 2004) as well as social science studies in general (Rosnow & Rosenthal, 2009). For instance, H1 was supported with a partial η2 of .03. ...
The present experiment draws on social cognitive theory to examine how story protagonist self-efficacy (high vs. low) influences participants’ sleep hygiene-related self-efficacy and behavior three days after narrative exposure. Social comparisons as factors in narrative impact were examined. To ensure the robustness of findings, two different narratives served as stimuli. Results indicated that immediately after narrative exposure, participants in both the high and low self-efficacy protagonist conditions reported improved self-efficacy. However, only the high self-efficacy condition reported increased self-efficacy three days after narrative exposure, demonstrating lasting impacts. Social comparison moderated the effect of protagonist self-efficacy on participant self-efficacy immediately and three days after exposure: Participants in the high self-efficacy protagonist condition who reported greater social comparison experienced increased sleep-related self-efficacy. Further, a moderated mediation analysis demonstrated that participants with greater social comparison to a high self-efficacy protagonist engaged in more sleep hygiene behaviors as demonstrated in the narrative three days after exposure.
... Regarding magnitude of differences, effect sizes in this study, unsurprisingly, are small to moderate; Rosnow and Rosenthal (2009) determined that the typical effect sizes in the social sciences are often very small. Additionally, according to Ferguson (2009), these effect sizes may not be indicative of the "true" effect when samples are too large, or when they are not selected randomly. ...
Young people transition to adulthood via diverse pathways; among the most significant are those dominated by education, employment, or social disadvantage. These pathways are determined, to a large extent, by the level of well-being and autonomy young people develop to help them face their own realities. The aim of this study is to analyze the relationship between young people’s psychological well-being and autonomy – key factors in the transition to adulthood – and the relationship these factors have with the main pathways followed during transition. To this end, Ryff’s Model of Psychological Well-being and the Transition to Adulthood Autonomy Scale (EDATVA) were used to evaluate a total of 1148 Spanish and Colombian subjects aged between 16 and 21. Correlations and differences between scores were subsequently analyzed. Subjects were also asked to identify the most relevant aspect of their transition to adulthood as either education, employment, or social disadvantage. Results from all three pathways for transition to adulthood show a trend in which higher levels of well-being correspond to higher levels of autonomy. In general, the results for the young people on the education pathway show high levels of autonomy and well-being, as well as a significantly higher level of critical thinking compared to young people on other pathways. The scores from employed young people reveal a greater capacity for self-organization in relation to the other two pathways. The results for disadvantaged young people show significantly greater socio-political engagement than that of young people on the education and employment pathways. However, the disadvantaged group also displays the lowest level of psychological well-being. These results provide elements for a better understanding of young people’s different transition pathways to adulthood and constitute an important point of reference for future research. They also provide data that may be relevant in guiding potential educational, psychological, and social interventions within this population group.
... Regarding magnitude of differences, effect sizes in this study, unsurprisingly, are small to moderate; Rosnow and Rosenthal (2009) determined that the typical effect sizes in the social sciences are often very small. Additionally, according to Ferguson (2009), these effect sizes may not be indicative of the "true" effect when samples are too large, or when they are not selected randomly. ...
Young people transition to adulthood via diverse pathways; among the most significant are those dominated by education, employment, or social disadvantage. These pathways are determined, to a large extent, by the level of well-being and autonomy young people develop to help them face their own realities. The aim of this study is to analyze the relationship between young people’s psychological well-being and autonomy – key factors in the transition to adulthood – and the relationship these factors have with the main pathways followed during transition. To this end, Ryff’s Model of Psychological Well-being and the Transition to Adulthood Autonomy Scale (EDATVA) were used to evaluate a total of 1148 Spanish and Colombian subjects aged between 16 and 21. Correlations and differences between scores were subsequently analyzed. Subjects were also asked to identify the most relevant aspect of their transition to adulthood as either education, employment, or social disadvantage. Results from all three pathways for transition to adulthood show a trend in which higher levels of well-being correspond to higher levels of autonomy. In general, the results for the young people on the education pathway show high levels of autonomy and well-being, as well as a significantly higher level of critical thinking compared to young people on other pathways. The scores from employed young people reveal a greater capacity for self-organization in relation to the other two pathways. The results for disadvantaged young people show significantly greater socio-political engagement than that of young people on the education and employment pathways. However, the disadvantaged group also displays the lowest level of psychological well-being. These results provide elements for a better understanding of young people’s different transition pathways to adulthood and constitute an important point of reference for future research. They also provide data that may be relevant in guiding potential educational, psychological, and social interventions within this population group.
... As regards effect sizes, in most cases the magnitude of the differences was small. This is not surprising given that, as highlighted by Rosnow and Rosenthal (2009), effect sizes commonly found in the social sciences are often very small. Furthermore, as already mentioned, the estimate of the effect size must be interpreted in the context of a particular study and area of research (Frías-Navarro et al., 2000), in this case social sciences. ...
This study uses scales of autonomy and psychological wellbeing to determine whether young people’s gender and romantic relationship status give rise to differences in relation to a series of specific dimensions. To this end, we used Ryff’s Model of Psychological Wellbeing, which comprises several dimensions: self-acceptance, positive relations with others, autonomy, environmental mastery, personal growth, and purpose in life; and our own Transition to Adulthood Autonomy Scale (EDATVA), whose dimensions are: self-organization, understanding context, critical thinking, and socio-political engagement. As a result, a quantitative study was performed with 1,148 young people aged 16–21 from Madrid, Spain and Bogotá, Colombia, of whom 60.2% were female and 39.8% were male. The findings show that in the gender variable there are differences between males and females in the dimensions of positive relations with others, personal growth (wellbeing questionnaire), and understanding context (autonomy questionnaire); the female sample obtained the highest scores. In the relationship variable, differences were found in environmental mastery and purpose in life; higher scores were obtained by young people in a romantic relationship. However, no differences were found in the different dimensions in the autonomy questionnaire between young people in a relationship and those not.
Introduction
The purpose of this study was to explore the implications of the in-field implementation of a teaching strategy that promotes critical thinking (TPCT) on tactical ability, declarative, and procedural knowledge. The TPCT is grounded in socio-constructivist theory and aims to enhance players' analytical skills through inquiry, problem-solving, and observation. By emphasizing the socio-constructivist approach, the program fosters skills such as interpretation, analysis, inference, evaluation, explanation, and self-regulation, encouraging players' active participation in questioning and collaborative problem-solving activities. The content of the program focuses on offensive tactical principles of soccer.
Methods
Thirteen male U-14 soccer players (mean age: 13.54 ± 1.00 years; mean soccer-federated experience: 3.92 ± 1.00 years; mean body mass: 39.44 ± 6.09 kg; mean height: 1.61 ± 0.10 m) performed a TPCT intervention strategy over 22 sessions, three times a week. Tactical ability was assessed using the Test for Performance Assessment in Team Sports (PATS), while declarative and procedural knowledge were evaluated with the Tactical Knowledge Test in Soccer (TCTOF). These assessments were administered before and after the intervention.
Results
After the 8-week teaching strategy, there was a significant improvement and substantial increase in the Tactical Efficiency Index (IE) [t (12) = 2.61, p < 0.05, r = 0.73], reflecting a 41% rise from the pretest (M = 0.39, SD = 0.21) to the post-test (M = 0.55, SD = 0.24). Changes in declarative knowledge were minimal, with a 0.31% increase. Similarly, procedural knowledge showed a slight increase (3.53%) that did not reach statistical significance.
Discussion
The findings suggest that integrating critical thinking into sports training could be a strategy to enhance the tactical abilities of young soccer players. While the increase in tactical ability was significant, improvements in declarative and procedural knowledge were minimal. These results highlight the potential of critical thinking-focused programs to impact tactical performance but suggest that further research is needed to explore the broader effects on other types of knowledge.
Background:
Violence against women and girls is a public health epidemic. Campus-based research has found bystander programmes show promise as effective primary prevention of sexual violence. However, evidence regarding domestic violence and abuse bystander prevention specifically, and in community settings generally, is still in development. Further, research has predominantly emanated from the US. Examining proof of concept in differing cultural contexts is required. This study evaluates the feasibility and potential for effectiveness of a domestic violence and abuse bystander intervention within UK general communities-Active Bystander Communities.
Methods:
Participants recruited opportunistically attended a three-session programme facilitated by experts in the field. Programme feasibility was measured using participant attendance and feedback across nine learning objectives. Myth acceptance, bystander efficacy, behavioural intent and bystander behaviours were assessed using validated scales at baseline, post-intervention, and four-month follow-up. Results were examined for potential backlash. Analyses used a paired sample t-test and effect size was quantified with Cohen's d.
Results:
58/70 participants attended all programme sessions. Participant feedback consistently rated the programme highly and significant change (p ≤ 0·001) was observed in the desired direction across behavioural intent, bystander efficacy, and myth acceptance scores at post and follow-up. Effect size was generally large and, with the exception of Perception of Peer Myth Acceptance, improved at follow-up. Backlash was minimal.
Conclusions:
To our knowledge this is the first UK-based study to examine the potential of bystander intervention as a community-level intervention for domestic violence and abuse. Findings are promising and indicate the translatability of the bystander approach to domestic violence and abuse prevention as well as community contexts. This is likely to be of great interest to policymakers and may help shape future community-based interventions. Further research is now needed using experimental designs engaging diverse community audiences.
Adolescents spend a substantial and increasing amount of time using digital media (smartphones, computers, social media, gaming, Internet), but existing studies do not agree on whether time spent on digital media is associated with lower psychological well-being (including happiness, general well-being, and indicators of low well-being such as depression, suicidal ideation, and suicide attempts). Across three large surveys of adolescents in two countries (n = 221,096), light users (<1 h a day) of digital media reported substantially higher psychological well-being than heavy users (5+ hours a day). Datasets initially presented as supporting opposite conclusions produced similar effect sizes when analyzed using the same strategy. Heavy users (vs. light) of digital media were 48% to 171% more likely to be unhappy, to be in low in well-being, or to have suicide risk factors such as depression, suicidal ideation, or past suicide attempts. Heavy users (vs. light) were twice as likely to report having attempted suicide. Light users (rather than non- or moderate users) were highest in well-being, and for most digital media use the largest drop in well-being occurred between moderate use and heavy use. The limitations of using percent variance explained as a gauge of practical impact are discussed.
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