NotesFAQContact Us
Collection
Advanced
Search Tips
Publication Date
In 20250
Since 20240
Since 2021 (last 5 years)0
Since 2016 (last 10 years)1
Since 2006 (last 20 years)6
Descriptor
Meta Analysis6
Effect Size4
Models4
Self Concept3
Construct Validity2
Correlation2
Gender Differences2
Intervention2
Academic Achievement1
Achievement Tests1
Arabs1
Asians1
Children1
Cognitive Processes1
Comparative Analysis1
Cross Cultural Studies1
Cultural Context1
Cultural Differences1
Cultural Pluralism1
Developmental Psychology1
Discourse Analysis1
Educational Psychology1
Educational Research1
Elementary School Students1
Ethnic Groups1
More ▼
Source
Educational Psychology Review2
American Educational Research…1
Educational Psychologist1
International Education…1
Review of Educational Research1
Author
Marsh, Herbert W.6
O'Mara, Alison J.2
Parker, Philip D.2
Abdelfattah, Faisal1
Abduljabbar, Adel Salah1
Abu-Hilal, Maher M.1
Bornmann, Lutz1
Craven, Rhonda G.1
Daniel, Hans-Dieter1
Debus, Raymond L.1
Duineveld, Jasper J.1
Ginns, Paul1
Green, Jasmine1
Martin, Andrew J.1
Morin, Alexandre J. S.1
Mutz, Rudiger1
Möller, Jens1
Nagengast, Benjamin1
Noetel, Michael1
O'Mara, Alison1
Owen, Katherine1
Van Zanden, Brooke1
More ▼
Publication Type
Journal Articles6
Reports - Research5
Information Analyses2
Education Level
Elementary Education1
Higher Education1
Junior High Schools1
Middle Schools1
Secondary Education1
Audience
Location
Australia1
Hong Kong1
Iran1
Italy1
Japan1
Kuwait1
Norway1
Singapore1
Taiwan1
Tunisia1
United Kingdom (England)1
United Kingdom (Scotland)1
United States1
More ▼
Laws, Policies, & Programs
Assessments and Surveys
Trends in International…1
What Works Clearinghouse Rating
Showing all 6 results Save | Export
The Intersection of Gender, Social Class, and Cultural Context: A Meta-Analysis
Peer reviewed Peer reviewed
Direct linkDirect link
Parker, Philip D.; Van Zanden, Brooke; Marsh, Herbert W.; Owen, Katherine; Duineveld, Jasper J.; Noetel, Michael – Educational Psychology Review, 2020
Expectancy value theory is often evoked by educational psychologists to explain gender differences in Science, Technology, Engineering, and Mathematics (STEM) variables. Yet gender does not operate in isolation. Nor are gender effects likely to be context free. In the current meta-analysis, we explore gender differences in STEM-related expectancy…
Descriptors: Gender Differences, Social Class, STEM Education, Meta Analysis
Designing Instructional Text in a Conversational Style: A Meta-Analysis
Peer reviewed Peer reviewed
Direct linkDirect link
Ginns, Paul; Martin, Andrew J.; Marsh, Herbert W. – Educational Psychology Review, 2013
This article reviews research on the effects of conversational style on learning. Studies of conversational style have variously investigated "personalization" through changing instances of first-person address to second or third person, including sentences that directly address the learner; including more polite forms of address; and…
Descriptors: Language Styles, Meta Analysis, Models, Learning Processes
The Internal/External Frame of Reference Model of Self-Concept and Achievement Relations: Age-Cohort and Cross-Cultural Differences
Peer reviewed Peer reviewed
Direct linkDirect link
Marsh, Herbert W.; Abduljabbar, Adel Salah; Parker, Philip D.; Morin, Alexandre J. S.; Abdelfattah, Faisal; Nagengast, Benjamin; Möller, Jens; Abu-Hilal, Maher M. – American Educational Research Journal, 2015
The internal/external frame of reference (I/E) model and dimensional comparison theory posit paradoxical relations between achievement (ACH) and self-concept (SC) in mathematics (M) and verbal (V) domains; ACH in each domain positively affects SC in the matching domain (e.g., MACH to MSC) but negatively in the nonmatching domain (e.g., MACH to…
Descriptors: Self Concept, Cultural Differences, Academic Achievement, Comparative Analysis
Gender Effects in the Peer Reviews of Grant Proposals: A Comprehensive Meta-Analysis Comparing Traditional and Multilevel Approaches
Peer reviewed Peer reviewed
Direct linkDirect link
Marsh, Herbert W.; Bornmann, Lutz; Mutz, Rudiger; Daniel, Hans-Dieter; O'Mara, Alison – Review of Educational Research, 2009
Peer review is valued in higher education, but also widely criticized in terms of potential biases, particularly gender. We evaluate gender differences in peer reviews of grant applications, extending Bornmann, Mutz, and Daniel's meta-analyses that reported small gender differences in favor of men (d = 0.04), but a substantial heterogeneity in…
Descriptors: Effect Size, Gender Differences, Grants, Peer Evaluation
Do Self-Concept Interventions Make a Difference?: A Synergistic Blend of Construct Validation and Meta-Analysis
Peer reviewed Peer reviewed
Direct linkDirect link
O'Mara, Alison J.; Marsh, Herbert W.; Craven, Rhonda G.; Debus, Raymond L. – Educational Psychologist, 2006
Traditional reviews and previous meta-analyses of self-concept interventions have underestimated effect sizes by using an implicitly unidimensional perspective that emphasizes global self-concept. In contrast, this research employed a synergistic blend of meta-analysis and multidimensional construct validation to evaluate the impact of…
Descriptors: Research Design, Construct Validity, Effect Size, Self Concept
Administering Self-Concept Interventions in Schools: No Training Necessary? A Meta-Analysis
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Direct linkDirect link
O'Mara, Alison J.; Green, Jasmine; Marsh, Herbert W. – International Education Journal, 2006
A meta-analysis of 105 studies reporting 152 self-concept interventions in school settings was conducted. The aims of the study were twofold: to explore the construct validity approach to self-concept interventions, and to examine aspects of the administration of the interventions, namely treatment setting, administrator type, administrator…
Descriptors: Intervention, Learning Disabilities, Construct Validity, Self Concept