{"title":"Supplemental Material for Male Suicide Risk and Recovery Factors: A Systematic Review and Qualitative Metasynthesis of Two Decades of Research","authors":"","doi":"10.1037/bul0000397.supp","DOIUrl":"https://doi.org/10.1037/bul0000397.supp","url":null,"abstract":"","PeriodicalId":20854,"journal":{"name":"Psychological bulletin","volume":"1 1","pages":""},"PeriodicalIF":22.4,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57681237","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Supplemental Material for The First 20,000 Strange Situation Procedures: A Meta-Analytic Review","authors":"","doi":"10.1037/bul0000388.supp","DOIUrl":"https://doi.org/10.1037/bul0000388.supp","url":null,"abstract":"","PeriodicalId":20854,"journal":{"name":"Psychological bulletin","volume":"1 1","pages":""},"PeriodicalIF":22.4,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57681518","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Supplemental Material for Pervasive Failure to Report Properties of Visual Stimuli in Experimental Research in Psychology and Neuroscience: Two Metascientific Studies","authors":"","doi":"10.1037/bul0000399.supp","DOIUrl":"https://doi.org/10.1037/bul0000399.supp","url":null,"abstract":"","PeriodicalId":20854,"journal":{"name":"Psychological bulletin","volume":"1 1","pages":""},"PeriodicalIF":22.4,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57681252","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Jinhui Zhang, P. Bürkner, A. Kiesel, David Dignath
{"title":"How emotional stimuli modulate cognitive control: A meta-analytic review of studies with conflict tasks.","authors":"Jinhui Zhang, P. Bürkner, A. Kiesel, David Dignath","doi":"10.1037/bul0000389","DOIUrl":"https://doi.org/10.1037/bul0000389","url":null,"abstract":"","PeriodicalId":20854,"journal":{"name":"Psychological bulletin","volume":" ","pages":""},"PeriodicalIF":22.4,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49066141","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
S. Madigan, R. Fearon, Marinus H. van IJzendoorn, R. Duschinsky, C. Schuengel, M. Bakermans-Kranenburg, Anh Ly, J. Cooke, Audrey-Ann Deneault, M. Oosterman, M. Verhage
{"title":"The first 20,000 strange situation procedures: A meta-analytic review.","authors":"S. Madigan, R. Fearon, Marinus H. van IJzendoorn, R. Duschinsky, C. Schuengel, M. Bakermans-Kranenburg, Anh Ly, J. Cooke, Audrey-Ann Deneault, M. Oosterman, M. Verhage","doi":"10.1037/bul0000388","DOIUrl":"https://doi.org/10.1037/bul0000388","url":null,"abstract":"","PeriodicalId":20854,"journal":{"name":"Psychological bulletin","volume":" ","pages":""},"PeriodicalIF":22.4,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44037121","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Supplemental Material for Age Effects on Delay Discounting Across the Lifespan: A Meta-Analytical Approach to Theory Comparison and Model Development","authors":"","doi":"10.1037/bul0000396.supp","DOIUrl":"https://doi.org/10.1037/bul0000396.supp","url":null,"abstract":"","PeriodicalId":20854,"journal":{"name":"Psychological bulletin","volume":"1 1","pages":""},"PeriodicalIF":22.4,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57681182","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
R. Ryan, Jasper J. Duineveld, Stefano I. Di Domenico, William S. Ryan, Ben A. Steward, E. Bradshaw
{"title":"We know this much is (meta-analytically) true: A meta-review of meta-analytic findings evaluating self-determination theory.","authors":"R. Ryan, Jasper J. Duineveld, Stefano I. Di Domenico, William S. Ryan, Ben A. Steward, E. Bradshaw","doi":"10.1037/bul0000385","DOIUrl":"https://doi.org/10.1037/bul0000385","url":null,"abstract":"","PeriodicalId":20854,"journal":{"name":"Psychological bulletin","volume":" ","pages":""},"PeriodicalIF":22.4,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45662971","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Katherine E. Powers, Lena Schaefer, Bernd Figner, L. Somerville
{"title":"Effects of peer observation on risky decision-making in adolescence: A meta-analytic review.","authors":"Katherine E. Powers, Lena Schaefer, Bernd Figner, L. Somerville","doi":"10.1037/bul0000382","DOIUrl":"https://doi.org/10.1037/bul0000382","url":null,"abstract":"","PeriodicalId":20854,"journal":{"name":"Psychological bulletin","volume":" ","pages":""},"PeriodicalIF":22.4,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47637437","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A. Koutsoumpis, J. Oostrom, D. Holtrop, Ward van Breda, Sina Ghassemi, Reinout E. de Vries
{"title":"Supplemental Material for The Kernel of Truth in Text-Based Personality Assessment: A Meta-Analysis of the Relations Between the Big Five and the Linguistic Inquiry and Word Count (LIWC)","authors":"A. Koutsoumpis, J. Oostrom, D. Holtrop, Ward van Breda, Sina Ghassemi, Reinout E. de Vries","doi":"10.1037/bul0000381.supp","DOIUrl":"https://doi.org/10.1037/bul0000381.supp","url":null,"abstract":"","PeriodicalId":20854,"journal":{"name":"Psychological bulletin","volume":" ","pages":""},"PeriodicalIF":22.4,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48039531","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article reviews 12 meta-analyses of universal, school-based social and emotional learning (SEL) programs for children from early childhood education through high school. The aims were to assess the breath and consistency of outcomes across meta-analyses, and the potential influence of different moderators (i.e., individual, programmatic, ecological, and methodological) on program impacts. Collectively, the meta-analyses were rated to be high quality, and included 524 unique reports conducted in many countries and involving an estimated one million students. Mean effects were consistently statistically significant across reviews on a range of outcomes including increased SEL skills, attitudes, prosocial behaviors, and academic achievement, and decreased conduct problems and emotional distress (post ds ranged from 0.09 to 0.70 and follow-up ds ranged from 0.07 to 0.33 depending on the outcome and the specific review). However, there was little consistency regarding the moderators examined, or findings when the same moderators were assessed across reviews. Moreover, there is little information on possible interactions between moderators. Research has yet to clarify which individual, contextual, methodological, and programmatic variables promote or hinder the development of different SEL skills for diverse school-aged children and youth. Recommendations to guide future research in identifying the conditions and mechanisms by which SEL programs are most effective are provided. Public Significance Statement This review of 12 meta-analyses, involving an estimated one million students from early childhood education through high school, shows that social and emotional learning (SEL) programs have consistent, positive impacts on a broad range of student outcomes including increased SEL skills, attitudes, prosocial behaviors, and academic achievement, and decreased REVIEW OF SEL PROGRAMS 5 conduct problems and emotional distress. However, there is little consistency regarding conditions and mechanisms by which these programs are most effective. By summarizing the substantial evidence base for SEL programs, and offering recommendations for future work, this paper will stimulate more research and practice related to such initiatives.
{"title":"What we know, and what we need to find out about universal, school-based social and emotional learning programs for children and adolescents: A review of meta-analyses and directions for future research.","authors":"J. Durlak, J. L. Mahoney, Alaina E Boyle","doi":"10.1037/bul0000383","DOIUrl":"https://doi.org/10.1037/bul0000383","url":null,"abstract":"This article reviews 12 meta-analyses of universal, school-based social and emotional learning (SEL) programs for children from early childhood education through high school. The aims were to assess the breath and consistency of outcomes across meta-analyses, and the potential influence of different moderators (i.e., individual, programmatic, ecological, and methodological) on program impacts. Collectively, the meta-analyses were rated to be high quality, and included 524 unique reports conducted in many countries and involving an estimated one million students. Mean effects were consistently statistically significant across reviews on a range of outcomes including increased SEL skills, attitudes, prosocial behaviors, and academic achievement, and decreased conduct problems and emotional distress (post ds ranged from 0.09 to 0.70 and follow-up ds ranged from 0.07 to 0.33 depending on the outcome and the specific review). However, there was little consistency regarding the moderators examined, or findings when the same moderators were assessed across reviews. Moreover, there is little information on possible interactions between moderators. Research has yet to clarify which individual, contextual, methodological, and programmatic variables promote or hinder the development of different SEL skills for diverse school-aged children and youth. Recommendations to guide future research in identifying the conditions and mechanisms by which SEL programs are most effective are provided. Public Significance Statement This review of 12 meta-analyses, involving an estimated one million students from early childhood education through high school, shows that social and emotional learning (SEL) programs have consistent, positive impacts on a broad range of student outcomes including increased SEL skills, attitudes, prosocial behaviors, and academic achievement, and decreased REVIEW OF SEL PROGRAMS 5 conduct problems and emotional distress. However, there is little consistency regarding conditions and mechanisms by which these programs are most effective. By summarizing the substantial evidence base for SEL programs, and offering recommendations for future work, this paper will stimulate more research and practice related to such initiatives.","PeriodicalId":20854,"journal":{"name":"Psychological bulletin","volume":" ","pages":""},"PeriodicalIF":22.4,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42522685","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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