Psychological bulletin最新文献

This first-of-its-kind meta-analysis (N = 79 studies; 56,552 students; k = 640 effects) provides a comprehensive assessment of five cultural diversity climate approaches that capture different ways of addressing cultural diversity in K-12 schools. We examined how intergroup contact theory's optimal contact conditions, multiculturalism climate, colorblind climate, critical consciousness climate, and polyculturalism climate were associated with children's and adolescents' intergroup outcomes (intergroup attitudes, cross-group friendships, experienced discrimination), academic outcomes (academic achievement, motivation, engagement), and socioemotional outcomes (belonging, well-being). Results from meta-analytic random-effects models revealed the largest and most consistent effects for optimal contact conditions, with small-to-medium-sized effects and significant relationships with all outcomes. Multiculturalism climate was significantly and positively related to intergroup attitudes, achievement, motivation, and belonging (mostly, these were small effect sizes). Critical consciousness climate (small effect sizes) and polyculturalism climate (small-to-medium effect sizes) were correlated with both academic and socioemotional outcomes. Colorblind climate was not significantly associated with any outcomes. Moderator analyses revealed that contact conditions exhibited larger effects in secondary education compared with primary education and in the United States compared with Europe. The percentage of majority group members moderated some relationships (e.g., contact conditions had smaller effects when there were more majority group members in the sample). Significantly larger effects emerged for student-reported colorblind climate measures than for teacher-reported measures. Overall, this meta-analysis provides a highly nuanced view of the most robust evidence for the associations between cultural diversity climate and outcomes that are critical for positive child and youth development to date. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

This meta-analysis studied the development of ability stereotypes that could limit girls' and women's participation in science, technology, engineering, and mathematics (STEM) fields, as well as contribute to boys' underachievement in reading and writing. We integrated findings from 98 studies measuring children's gender stereotypes about STEM and verbal abilities. The data comprised 145,204 children (ages 4-17) from 33 nations across more than 40 years (1977-2020). Preregistered analyses showed why prior researchers have reached diverging conclusions about the onset, change, and extent of these stereotypes in childhood and adolescence. Contrary to some prior conclusions, math stereotypes favoring male ability were minimal on average (0.11 SDs from gender neutrality). Stereotypes were instead far stronger for computer science, engineering, and physics (0.51 SDs), which favored male ability by age 6. Girls increasingly endorsed pro-male STEM stereotypes with age. Pro-female verbal ability stereotypes were also substantial (0.46 SDs), emerging by age 8 and becoming more female-biased with age. Additionally, STEM stereotypes were weaker for Black than White U.S. participants, as predicted. Unexpectedly, however, boys' STEM stereotypes declined before age 13 but increased thereafter, revealing an asymmetric development across STEM versus verbal domains. We integrated developmental intergroup theory and social role theory to explain this asymmetry, considering both cognitive and sociocultural processes. The early emergence of verbal stereotypes and certain STEM stereotypes (e.g., engineering) means that they have ample time to affect later downstream outcomes such as domain-specific confidence and interests. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Social rewards are strong drivers of behavior and fundamental to well-being, yet there is a lack of consensus regarding what actually defines a reward as "social." Because a systematic overview of existing social reward operationalizations is currently absent, a review of the literature seems necessary to advance toward a unified framework and to better guide research and theory. To bridge this gap, we preregistered and conducted the first comprehensive systematic review of human and animal experimental studies that used the term "social reward" and charted existing operationalizations, revealing the implicit and explicit definitions used in the field. Stimulus characteristics and measures of social reward were extracted from a total of 384 studies encompassing 42,118 participants and subjects. We provide detailed summaries of these elements, stratified by species (human/animal) and study type (behavioral, brain imaging, pharmacological, and physiological). Two main aspects were found to account for most of the difference in operationalizations: the sensory richness of a stimulus (intimacy) and engagement in social interaction (i.e., the synchronous observation and action between at least two individuals, viz., immediacy). Drawing insights from second-person neuroscience approaches and theoretical models in the field of human-computer interaction, we propose that human and animal research can greatly benefit from considering these properties, as they have important theoretical and practical consequences for human and translational research, with far-reaching implications for neighboring research fields such as those pertaining to social media and the development of artificial intelligence. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Evidence has ostensibly been accumulating over the past 2 decades suggesting that an external focus on the intended movement effect (e.g., on the golf club during a swing) is superior to an internal focus on body movements (e.g., on your arms during a swing) for skill acquisition. Seven previous meta-studies have all reported evidence of external focus superiority. The most comprehensive of these concluded that an external focus enhances motor skill retention, transfer, and performance and leads to reduced eletromyographic activity during performance and that more distal external foci are superior to proximal external foci for performance. Here, we reanalyzed these data using robust Bayesian meta-analyses that included several plausible models of publication bias. We found moderate to strong evidence of publication bias for all analyses. After correcting for publication bias, estimated mean effects were negligible: g = 0.01 (performance), g = 0.15 (retention), g = 0.09 (transfer), g = 0.06 (electromyography), and g = -0.01 (distance effect). Bayes factors indicated data favored the null for each analysis, ranging from BF01 = 1.3 (retention) to 5.75 (performance). We found clear evidence of heterogeneity in each analysis, suggesting the impact of attentional focus depends on yet unknown contextual factors. Our results contradict the existing consensus that an external focus is always more effective than an internal focus. Instead, focus of attention appears to have a variety of effects that we cannot account for, and, on average, those effects are small to nil. These results parallel previous metascience suggesting publication bias has obfuscated the motor learning literature. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Research has suggested that the endorsement of ideologies supporting the status quo leads to higher subjective psychological well-being-an idea labeled as the palliative function of ideology within system justification theory. Furthermore, this approach has suggested that this association should be moderated by social status. Specifically, the association between the endorsement of ideologies supporting the status quo and well-being should be positive among high-status groups and negative among low-status groups-mainly as a function of the existence of a unique motivation to justify the status quo. Given contradictory evidence in previous studies, we conducted a meta-analysis to test these ideas. Across 1,627 studies and 1,856,940 participants, we observed a meta-analytic association between endorsement of ideologies supporting the status quo and well-being of r = .07, p < .001. Nonetheless, we did not find evidence supportive of the moderator role of social status. These results provide partial evidence supporting the main tenets of system justification theory, and they are inconsistent with the idea of the existence of a unique motivation to justify the status quo. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

People's subjective beliefs about themselves affect what people think and, consequently, what they do. Positive self-beliefs are important for many life outcomes, from academic success to well-being, especially during K-12 education as a crucial developmental period. Many empirical studies and meta-analyses have examined correlates of self-beliefs. The present second-order meta-analytic review integrates this large and diverse body of research, addressing two research aims: First, we examined the comparative strength of different variables related to self-beliefs. Second, we provide a methodological review of meta-analyses in this area, thereby facilitating readers' ability to assess the risk of bias when interpreting the results. We summarized 105 first-order meta-analyses published before July 2023 that investigated variables associated with self-beliefs during K-12 education, comprising 493 first-order effect sizes based on more than 8,500 primary studies and more than 16 million children and adolescents. We computed second-order standardized mean differences (SMD) using two-level meta-analyses with robust variance estimation. Personal characteristics (SMD = 0.50) showed stronger relations with self-beliefs than interventions (SMD = 0.27). Achievement (SMD = 0.66) and noncognitive variables (SMD = 0.67) were the personal characteristics most strongly related to self-beliefs compared to cognitive abilities (SMD = 0.30) and background variables (SMD = 0.21). Interventions targeting individual characteristics (SMD = 0.35) and especially self-beliefs (SMD = 0.52) showed larger effect sizes than interventions that focused on improving teaching and classroom structure (SMD = 0.20). Few meta-analyses investigated situational aspects, such as the geographical origin of the sample, in association with children's and adolescents' self-beliefs. Overall, this second-order meta-analytic review provides a comprehensive map of correlates of the self, highlighting pathways for future research. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

We conducted a multilevel meta-analysis of 390 effect sizes from 167 studies with 157,923 participants examining the relationship between connectedness with lesbian, gay, bisexual, transgender, and queer/questioning (LGBTQ+) communities and health-related outcomes, following Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. We conducted our initial search in January 2023 in APA PsycInfo, ERIC, Medline, and Open Dissertations, selecting studies that (a) measured LGBTQ+ community connectedness, (b) measured health, and (c) provided an estimate of the relationship between LGBTQ+ community connectedness and health. We found that connectedness with LGBTQ+ communities promotes mental health (r = .11), well-being (r = .17), and physical health (r = .09). Conversely, we found that connectedness with LGBTQ+ communities promotes substance use among younger participants, likely through behavioral engagement with LGBTQ+ others. We found that connectedness with LGBTQ+ communities was related to less mental health and more suicidality for younger people, likely because younger LGBTQ+ people seek out connectedness in response to this psychological distress. We also found that connectedness was not as health-promoting for LGBTQ+ individuals with multiple marginalized identities and that psychological feelings of belongingness with LGBTQ+ communities are generally more health-promoting than behavioral community engagement. Results from a narrative review and moderation meta-analyses suggested that, contrary to predictions made by minority stress theory, connectedness with LGBTQ+ communities does not buffer the relationship between minority stressors and health. Rather, meta-analytic mediation analyses suggested that proximal minority stressors negatively impact health-related outcomes by reducing connectedness with LGBTQ+ communities and that distal minority stressors are often less impactful on health-related outcomes because they promote connectedness with LGBTQ+ communities. (PsycInfo Database Record (c) 2024 APA, all rights reserved).