Application of network meta-analysis in the field of physical activity and health promotion     

Xiwen Su  Daniel J. McDonough  Haitao Chu  Minghui Quan  Zan Gao 《运动与健康科学(英文)》2020,9(6):511-520

Continued advancement in the field of physical activity and health promotion relies heavily on the synthesis of rigorous scientific evidence. As such, systematic reviews and meta-analyses of randomized controlled trials have led to a better understanding of which intervention strategies are superior (i.e., produce the greatest effects) in physical activity-based health behavior change interventions. Indeed, standard meta-analytic approaches have allowed researchers in the field to synthesize relevant experimental evidence using pairwise procedures that produce reliable estimates of the homogeneity, magnitude, and potential biases in the observed effects. However, pairwise meta-analytic procedures are only capable to discerning differences in effects between a select intervention strategy and a select comparison or control condition. In order to maximize the impact of physical activity interventions on health-related outcomes, it is necessary to establish evidence concerning the comparative efficacy of all relevant physical activity intervention strategies. The development of network meta-analysis (NMA)—most commonly used in medical-based clinical trials—has allowed for the quantification of indirect comparisons, even in the absence of direct, head-to-head trials. Thus, it stands to reason that NMA can be applied in physical activity and health promotion research to identify the best intervention strategies. Given that this analysis technique is novel and largely unexplored in the field of physical activity and health promotion, care must be taken in its application to ensure reliable estimates and discernment of the effect sizes among interventions. Therefore, the purpose of this review is to comment on the potential application and importance of NMA in the field of physical activity and health promotion, describe how to properly and effectively apply this technique, and suggest important considerations for its appropriate application in this field. In this paper, overviews of the foundations of NMA and commonly used approaches for conducting NMA are provided, followed by assumptions related to NMA, opportunities and challenges in NMA, and a step-by-step example of developing and conducting an NMA.  相似文献   

复合式训练影响青少年下肢爆发力的meta分析     

翟华楠  周彤 《武汉体育学院学报》2020,54(10):65-71

目的：运用元分析的方法检验复合式训练对青少年下肢爆发力影响的干预效果，检验并提出最优的运动干预方案。方法：运用STATA 15.1和Review Manager 5.3对纳入的10篇文献和301名被试者通过设置抗阻类型、抗阻强度、间歇时间、训练频率和训练周期等5个调节变量进行亚组分析，采用固定效应模型进行整体效应、异质性、发表偏倚性检验。结果：（1）复合式训练对跳跃类运动表现的影响效应量d0.36，对短跑类运动表现的影响效应量d-0.51，两者达到中等效应且具有统计学意义；（2）本研究纳入的10篇文献异质性较低，间歇时间、训练频率和训练周期的对跳跃类和短跑类运动表现影响的效应量有一定差别。结论：（1）复合式训练能够显著提升青少年跳跃类和短跑类运动表现；（2）抗阻训练选择等张收缩、强度70%1RM以下、小于3分钟的间歇时间、在4~8周内选择每周1-2次的复合式训练能够对青少年运动表现有较好的提升；（3）围绕青少年人群开展的复合式训练较为缺乏，后续研究应加强理论与实践研究。  相似文献   

学习障碍与社会技能缺失的关系     

佟月华 《中国特殊教育》2004,(10)

很多研究试图揭示学习障碍与社会技能缺失的关系,探讨社会技能起缺失是否是学习障碍儿童特有的现象。研究者围绕学习障碍定义关于社会技能缺失的表述,学习障碍儿童社会技能缺失成因,学习障碍子类型与社会技能缺失的关系以及学习障碍儿童社会技能缺失元分析研究四个方面对这一问题进行研究。研究学习障碍与社会技能缺失的关系对教育者开展干预工作具有重要的指导意义。将来的研究应关注学习障碍儿童社会技能缺失的类型特点和发展特点。  相似文献   

儿童焦虑与父母教养方式关系的调节变量研究          下载免费PDF全文

周晶 《宁波大学学报(教育科学版)》2021,(1):127-132

研究综合了来自中国大陆18570名3-12岁儿童的焦虑与父母教养方式相关的30项研究的数据,通过元分析的方法考查了二者相关的强度,并分析影响相关强度的因素。从总体上来说,儿童焦虑与父母教养方式存在弱相关;父母教养方式类型、儿童年龄、父母性别会对二者关系产生调节作用。建议在教养儿童过程中要采用正向的教养方式,要给予年幼儿童充分的独立自主的权利和自由,鼓励父亲参与教养,这有利于降低儿童的焦虑水平。  相似文献   

Individual participant data meta-analysis of the impact of educational interventions on pupils eligible for Free School Meals     

Bilal Ashraf  Akansha Singh  Germaine Uwimpuhwe  Steven Higgins  Adetayo Kasim 《British Educational Research Journal》2021,47(6):1675-1699

Meta-analysis is the synthesis of findings from research projects, which enables an estimate of the average or pooled effect across various studies. This study presents findings from the intention to treat analysis for a series of educational evaluations in England using a two-stage meta-analysis with standardised outcome data and individual participant data meta-analyses. The research estimates the overall impact of educational trials on pupils eligible for Free School Meals (FSM) and the attainment gap in literacy and mathematics performance between FSM and non-FSM pupils based on analysis of 88 trials and data from over half a million pupils. For the meta-analyses, frequentist and Bayesian multilevel models were used to estimate the individual and pooled effect size across categories of explanatory variables such as age groups (key stages in England) and aspects of the type of interventions (one-to-one, small group, whole class). Results indicated that the overall impact of interventions on the literacy outcomes of FSM pupils was positive, with a pooled effect size of 0.06 (0.03, 0.08). However, for mathematics, no overall effect on FSM pupils was observed. Analysis of the attainment gap indicated that literacy outcomes for FSM pupils were improved by interventions marginally more than for non-FSM pupils (pooled attainment gap 0.01 (−0.01, 0.04)). The risk of bias assessment showed that estimates were consistent across different methodological approaches. Overall, evidence from this study can be used to identify, test and scale educational interventions in schools to improve educational outcomes for disadvantaged pupils.  相似文献   

反馈对儿童早期数学学习效果的影响元分析     

吕雪  郭力平  李姗姗 《数学教育学报》2020,(1):86-92

反馈被认为是促进学生学习的最有力方式,信息技术的发展为反馈设计提供了支持.采用元分析方法考察反馈对儿童早期数学学习的影响,研究发现:反馈对儿童早期数学学习有较小的积极效果.通过调节分析发现,任务类型和反馈类型对反馈效果具有调节作用,反馈媒介、反馈时机和反馈效果测量时间对反馈效果无调节作用.未来关于反馈对儿童早期数学学习效果影响的研究,应在教育信息化背景下从任务特征、学习者特点和反馈特征3个方面综合考虑,提高反馈的针对性和个性化.  相似文献   

The effects of teacher expectation interventions on teachers’ expectations and student achievement: narrative review and meta-analysis     

Hester de Boer  Anneke C. Timmermans  Margaretha P. C. van der Werf 《Educational Research and Evaluation》2018,24(3-5):180-200

ABSTRACT

This study provides a systematic review of the effects of 19 teacher expectation interventions. Prior research on teacher expectations primarily focussed on correlational relationships with student and teacher characteristics, leaving open the questions of whether it is possible to raise teacher expectations and to prevent (too) low expectations from having detrimental effects on student achievement. These questions were the scope of the current review. We distinguished 3 types of interventions: changing teacher behaviour, creating awareness of expectancy effects, and addressing the beliefs underlying the expectations. The results indicated that it was possible to raise teacher expectations and subsequent student achievement. We found summary effects of Hedges’ g?=?0.38 and 0.30, respectively. The narrative review suggested that the intervention type did not affect the effectiveness, but teacher support for the intervention did. However, verification of this suggestion with moderator analysis was not possible due to the limited number of interventions.  相似文献   

A meta-analysis on the relationship between school characteristics and student outcomes in science and maths – evidence from large-scale studies     

Doris Holzberger  Sarah Reinhold  Oliver Lüdtke  Tina Seidel 《Studies in Science Education》2020,56(1):1-34

ABSTRACT

In the present meta-analysis, we examine how secondary school characteristics – such as schools’ academic press, school climate, material resources, personnel resources, classroom climate, instructional practices, out-of-school activities, and socioeconomic status (SES) composition – provide opportunities for students to engage in science and maths, and how these matter with regard to students’ cognitive and motivational-affective outcomes. The meta-analysis includes 71 (international) articles from large-scale studies with a total of 3,960,281 students, 260,390 schools, and 285 effect sizes that were transformed to correlation coefficients. Multilevel meta-analyses were performed. Results identified a number of school variables that can be regarded as relevant for making a difference in student outcomes and at the same time be influenced by education. These refer to school variables such schools’ academic press, classroom climate, instructional practices, and out-of-school activities. Moreover, SES composition was significantly related to student outcomes. Material and personnel resources as well as school climate yielded a close to zero effect. No differences were found between cognitive and motivational-affective outcome variables or between science and maths. The results point to the most promising school characteristics for promoting students’ outcomes and emphasise schools’ potential for students’ engagement in science and maths.  相似文献   

Child and family traumatic stress intervention (CFTSI) reduces parental posttraumatic stress symptoms: A multi-site meta-analysis (MSMA)     

《Child abuse & neglect》2019

BackgroundFollowing traumatization, caregiver support is a crucial factor contributing to children's successful management of posttraumatic reactions and their recovery. Caregivers who have been traumatically impacted themselves, however, may be compromised in this posttraumatic caregiving role. Although there are a number of evidence-based child trauma treatments that are effective in reducing children's trauma symptoms, the impact of child treatment on participating caregiver's posttraumatic symptoms (PTS) has received less attention.ObjectiveExplore PTS reduction caregivers experience through participation in their child's evidence-based trauma-focused mental health treatment.Participants and setting640 Child-Caregiver dyads referred for the Child and Family Traumatic Stress Intervention (CFTSI) following formal disclosure of abuse in a Child Advocacy Center (CAC).MethodsData were collected from 10 community treatment sites trained in CFTSI. A multi-site meta-analytic approach was used to evaluate pooled and site-specific therapeutic effect sizes for caregivers and children.ResultsCFTSI was associated with significant changes (Hedge's g = 1.17, Child-rated; g = 0.66, caregiver-rated) in children's PTS and with clinically meaningful improvements in PTS for 62% of participating caregivers who had started CFTSI with clinical levels of PTS as measured by the Post Traumatic Checklist–Civilian Version (PCL-C). The overall mean PCL-C change (9.31, SD = 12.9) in paired, pre-post PCL-C scores is close to a clinically meaningful change of 10 or higher. There was a robust moderate pooled effect size (g = 0.70, N = 640, p < 0.0001).ConclusionThe value of a reduction in caregiver PTS as a secondary outcome of children's trauma-focused treatment is discussed.  相似文献   

在线社区用户承诺影响因素研究：一项元分析     

朱玲玲  茆意宏 《图书情报工作》2023,67(3):106-118

[目的 /意义]对在线社区用户承诺影响因素的相关实证研究进行梳理和再分析,以解释影响在线社区用户承诺的一般性因素,为后续研究提供参考。[方法 /过程]运用元分析方法,选取以用户承诺为研究主题、以在线社区为研究情境的文献作为样本文献,归纳和识别在线社区的用户承诺影响因素,并进一步探索影响异质性的调节变量。[结果 /结论 ]显著影响在线社区用户承诺的因素包括系统外部、需求动机及用户感知三个类别的10个变量,与在线社区用户承诺为中度相关关系的有情感依恋、信息性动机、感知娱乐性、信息质量,而社交动机、社会互动、满意度、信任、感知收益、社区认同与用户承诺高度相关。在线社区类型会对情感依恋、社会互动、感知娱乐性等变量与用户承诺之间的关系产生调节。研究结果对未来深入研究和不同情境研究具有借鉴意义,也对在线社区运营具有实践指导作用。  相似文献