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Comparison of three major meta-analytic approaches

Article Abstract:

Three major meta-analytic approaches have been developed and applied to integrate empirical research. A comparison of their statistical formulas suggested that they should yield different answers to the meta-analytic questions of central tendency, variability, and prediction by moderators. These frameworks were used to analyzed systematically differing databases and showed that, although the techniques of L.V. Hedges and I. Olkin (1985) and of R. Rosenthal and D. Rubin (e.g., 1978, 1988; Rosenthal, 1991) tended to produce reasonable and convergent results, the results of J.E. Hunter, F.L. Schmidt, and G.B. Jackson (1982; Hunter & Schmidt, 1990) often diverged from the other 2 frameworks. For example, consistent with the law of large numbers, finding more studies with the same result is less likely to occur because of chance alone; the Hedges and Olkin and the Rosenthal and Rubbin approaches confirmed this prediction, but the Hunter et al. approach did not. The distinct tendency of the Hunter et al. framework to produce results that violate conventional expectations suggests that it should be used with caution. (Reprinted by permission of the publisher.)

Meta-analysis

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Can pretraining experiences explain individual differences in learning

Article Abstract:

This study examined the effects of having experienced negative events related to the purpose of a training program on learning and retention. Participants were 32 private pilots who participated in an assertiveness-training study. The purpose of the training was to prevent aviation accidents caused by human error. Structured telephone interviews were conducted to determine whether participants had previously experienced 3 types of negative events related to the purpose of training. Results indicated a linear relationship between these negative events and assertive performance in a behavioral exercise 1 week after training. The same negative events, however, were not significantly related to the performance of untrained participants in the same behavioral exercise. It is suggested that previous experiences influenced posttraining performance by increasing motivation to learn. (Reprinted by permission of the publisher.)

Learning, Individual differences, Individual differences (Psychology)

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Pretraining context effects: training assignment as feedback

Article Abstract:

This study examined the effects of framing training program assignments on training outcomes. A model was developed that suggests that the framing of training assignments can provide feedback regarding past performance and result in different attitudinal and motivational levels going into training. Participants were randomly assigned to 2 different framed training programs (remedial vs. advanced). Attributions regarding past performance were found to interact with training assignments to affect pretraining self-efficacy. Both perceptions of past performance and expected assignment were found to moderate the relationship between training assignment and fairness perceptions. Also, motivation to learn was a key variable linking pretraining characteristics and training outcomes. Implications for training effectiveness research and practice are discussed. (Reprinted by permission of the publisher.)

Feedback (Psychology), Feedback (Communication)

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