基于Meta分析的高管团队特征与企业绩效关系研究   总被引：3，自引：1，他引：2  

贺远琼  杨文  陈昀 《软科学》2009,23(1)

采用元分析方法对目前关于高管团队特征与企业绩效关系的文献进行定量化分析,并从信息-决策、团队冲突、创新等理论视角对该结果进行解释。研究结果表明,不同高管团队特征与企业绩效之间存在显著相关关系,但相关方向却有显著差异。同时分层线性模型的分析结果表明,国家、行业特征等是导致现有研究结果差异的重要原因。  相似文献   

元分析方法与图书情报学     

李雪梅  曲建升 《图书情报工作》2013,57(11):26

在介绍元分析方法来源的基础上,描述元分析方法的概念与内容,同时提炼元分析方法的特点--质量控制严谨、结论量化度高、结果验证严谨、适用范围广。最后,通过统计分析从LISTA、SCI、SSCI和CNKI中收集的相关文献资料,总结出元分析方法在图书情报学领域主要运用在科学计量、图书馆管理、信息管理、计算机辅助教育以及参考咨询等主题范围中,并据此提出元分析方法在图书情报领域的应用趋势。  相似文献   

元分析在学科定量集成研究中的应用及进展     

张世佳  曲建升  王雪梅 《图书情报工作》2014,58(18):131-137

介绍元分析与集成研究的概念以及二者的关系,阐述元分析在学科定量集成研究中的意义,并对应用元分析开展学科定量集成研究的关键问题进行具体说明。最后,分析国内外各学科领域的元分析应用现状以及元分析方法在应用中所面临的挑战。  相似文献   

Measuring those who have their minds set: An item-level meta-analysis of the implicit theories of intelligence scale in education     

《Educational Research Review》2022

Fixed and growth mindsets represent implicit theories about the nature of one's abilities or traits. The existing body of research on academic achievement and the effectiveness of mindset interventions for student learning largely relies on the premise that fixed and growth mindsets are mutually exclusive. This premise has led to the common practice in which measures of one mindset are reversed and then assumed to represent the other mindset. Focusing on K-12 and university students (N = 27328), we tested the validity of this practice via a comprehensive item-level meta-analysis of the Implicit Theories of Intelligence Scale (ITIS). By means of meta-analytic structural equation modeling and network analysis, we examined (a) the ITIS item-item correlations and their heterogeneity across 32 primary studies; (b) the factor structure of the ITIS, including the distinction between fixed and growth mindset; and (c) moderator effects of sample, study, and measurement characteristics. We found positive item-item correlations within the sets of fixed and growth mindset items, with substantial between-study heterogeneity. The ITIS factor structure comprised two moderately correlated mindset factors ($\rho$ = 0.63–0.65), even after reversing one mindset scale. This structure was moderated by the educational level and origin of the student sample, the assessment mode, and scale modifications. Overall, we argue that fixed and growth mindsets are not mutually exclusive but correlated constructs. We discuss the implications for the assessment of implicit theories of intelligence in education.  相似文献   

学业焦虑与学习成绩关系的元分析——基于中国中学生研究数据          下载免费PDF全文

蒙艺  马欢欢  施曲海 《复旦教育论坛》2023,21(4):18-28

学业焦虑是学生在学业情境中较为常见的消极情绪状态。本文运用元分析方法探究中国中学生学业焦虑与学习成绩的关系状态及其影响因素。研究发现，学业焦虑与学习成绩之间的关系显著，学习成绩获取途径和学科类型对二者之间的关系有显著的调节作用。主效应显著的研究发现支持学业情绪控制价值理论和认知动机理论的核心观点，同时提示教育工作者不能忽视学业焦虑对学生学习成绩的负面影响，建议通过培养学生的健康人格、指导家庭教育方式、改革成绩排名方式、建立同辈互助小组等举措帮助学生减少学业焦虑。学习成绩获取途径的调节效应显著，提示教育研究者在开展相关研究时，最好根据学生成绩单上报告的学习成绩进行科学计算；学科类型的调节效应显著，提示教育工作者在开展中学生学业焦虑干预时，应该重点关注英语和数学两门学科。  相似文献   

Still a fallible tool? Revisiting effects of automated writing evaluation from activity theory perspective     

Rui Li 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(3):773-789

  相似文献   

Effects of online peer assessment on higher-order thinking: A meta-analysis     

Ying Zhan  Zi Yan  Zhi Hong Wan  Xiang Wang  Ye Zeng  Min Yang  Lan Yang 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(4):817-835

Online peer assessment (OPA) has been increasingly adopted to develop students' higher-order thinking (HOT). However, there has not been a synthesis of research findings on its effects. To fill this gap, 17 papers (published from 2000 to 2022) that reported either a comparison between a group using OPA (n = 7; k = 22) and a control group or a pre–post comparison (n = 10; k = 17) were reviewed in this meta-analysis. The overall effect of OPA on HOT was significant (g = 0.76). Furthermore, OPA exerted more significant effects on convergent HOT (eg, critical thinking, reasoning and reflective thinking; g = 0.97) than on divergent HOT (eg, creativity and problem-solving; g = 0.38). Reciprocal roles and anonymity were found to positively moderate the impacts of OPA on HOT, although their moderating effects were not statistically significant because of small sample size of studies in the analysis. The results of the meta-analysis reinforce the arguments for regarding OPA as a powerful learning tool to facilitate students' HOT development and reveal important factors that should be considered when adopting OPA to enhance students' HOT.

Practitioner notes

What is already known about this topic

• Online peer assessment (OPA) has significant positive impacts on learning achievement.
• OPA has been regarded as a potential approach to cultivating students' higher-order thinking (HOT) but has not been proved by meta-analysis.
• OPA should be carefully designed to maximise its effectiveness on learning.

What this paper adds

• OPA has been proved to significantly positively influence students' HOT via meta-analysis.
• OPA exerted more significant effects on convergent HOT than on divergent HOT.
• The potential of reciprocal roles and anonymity for moderating the impacts of OPA on HOT should not be underestimated.

Implications for practice and/or policy

• OPA could be a wise choice for practitioners when they help students to achieve a balanced development of HOT dispositions and skills.
• Students' divergent HOT can be encouraged in their uptake of peer feedback and by allowing them autonomy in deciding assessment criteria.
• OPA with design elements of reciprocal roles and anonymity has great potential to promote students' HOT.

  相似文献   

并行不悖:中国情境下组织双元创新触发因素的元分析[1]     

王东辉  朱桂龙  苏涛 《科技管理研究》2023,(6)

针对目前对双元创新的研究尚未有统一的理论视角归纳双元创新不同触发因素的难易程度，基于资源基础观，从高管优势整合、资源利用、组织学习3个角度，对中国情境下双元创新的60个实证研究进行梳理和元分析，深入剖析3个维度对探索式创新和利用式创新影响作用的强弱程度，同时检验地区经济水平、行业属性和测量工具的调节作用，进一步厘清双元创新在中国情境下的影响因素和作用机制。结果发现：在中国情景下，高管优势整合、资源利用和组织学习均能够显著提升组织双元创新，且其促进强度依次增强；在所有条件下，相比于探索式创新，利用式创新更容易被触发，原因在于利用式创新能够通过资源整合得以实现，符合中国从产业化到技术逆向行走路径；测量工具和地区经济水平能显著调节上述组织双元创新触发过程，而行业属性仅能调节探索式创新被触发的过程。为此，企业应更为关注组织学习能力的提高，同时辩证看待利用式创新和探索式创新，实现两者的均衡发展；此外政府和企业自身均应重视地区经济水平、行业属性等因素促进创新。  相似文献   

大学生兼职影响其学业成绩吗？ ——来自元分析的证据          下载免费PDF全文

熊艳青  牛新春 《复旦教育论坛》2022,20(1):62-70

大学生兼职是否影响学业成绩存在竞争性理论假设、相互矛盾的实证结果。本文运用元分析循证方法，基于32项有效研究，涉及57个效应量和55973个样本，尝试解释这些相互矛盾的结论。结果表明：总体而言，兼职和学业成绩存在较弱冲突效应（r=-0.083）；具体来看，与本专业相关的兼职能提高大学生学业成绩，每周10小时以内兼职也能助益成绩提升，但超出此阈值，兼职时间越长，学业成绩下滑越明显。鉴于此，高等院校需要重视吸引工作取向型的学生重新投入学习，并且引导学生选择与专业紧密相关的高质量兼职并适度配置兼职时间，从而削弱兼职投入对学业成绩的负面影响。  相似文献   

基于元分析方法的人力资源管理对新产品开发绩效的影响机制研究——人力资本的中介效应     

秦剑  董维维  牛晓琴  熊焰 《研究与发展管理》2023,35(4):108-125

人力资源管理被视为提高新产品开发绩效的重要驱动因素，然而，目前过程视角下人力资源管理对新产品开发绩效的影响机制仍不清楚。借鉴能力—动机—机会（AMO）人力资源管理框架，对截至2022年国内外期刊的104项定量研究（总样本量为55 396个）进行系统性研究，运用元分析结构方程模型（MASEM）方法探究人力资源管理对新产品开发绩效的影响机制和人力资本在两者关系间的中介效应，考察了不同维度的人力资源实践对人力资本和新产品开发绩效的差异化影响。研究发现，AMO人力资源管理和人力资本都对新产品开发绩效具有正向影响；人力资本在人力资源管理和新产品开发绩效之间发挥了部分中介作用；3种AMO人力资源管理对人力资本和新产品开发绩效具有差异化的作用。此外数据类型、国家文化、变量测量、行业特征等变量在上述关系中发挥了不同程度的调节作用。研究结论扩展了人力资源管理影响新产品开发绩效的过程机制，为战略性人力资源管理文献和新产品开发研究做出了贡献，并为寻求卓越新产品开发绩效的管理者提供了理论指导。  相似文献