Psychological bulletin最新文献

The scientific output generated in psychology has surged in recent decades, including the number of studies investigating psychological treatments. To keep track of all this evidence, we developed the "Metapsy" meta-analytic research domain: a comprehensive system of open databases and tailored software that allows for rapid evidence generation. We leverage this novel infrastructure to summarize the effect of psychological treatment across 12 mental health problems and trace back the global expansion of psychotherapy research over the past 50 years. Including 1,029 studies with 85,952 patients, our results indicate small to moderate average benefits in treating psychosis (g = 0.32), suicidal ideation (g = 0.34), borderline personality disorder (g = 0.46), and prolonged grief (g = 0.49). In contrast, psychological interventions have large average effects on depression (g = 0.73), problem gambling (g = 0.80), panic (g = 0.83), generalized anxiety (g = 0.86), social anxiety (g = 0.95), obsessive-compulsive (g = 1.18), posttraumatic stress disorder (g = 1.18), and phobias (g = 1.25). Most available evidence (83.4%-86.1%) comes from high-income and Western countries, but their dominance is declining. We found no indication that psychotherapy is less effective in low- and middle-income countries (g = 0.38-2.41) or non-Western cultures (g = 0.74-2.20). We discuss ways to further enhance psychotherapy's public health impact, as well as how the meta-analytic research domain concept may be extended to other types of psychological research in the future. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

Although numerous reviews and meta-analyses have examined the effects of physical activity on cognition, no previous meta-analysis has comprehensively explored the role of contextual factors. In this systematic review, we examined the role of contextual moderators along with more commonly investigated individual (e.g., age) and physical activity-related moderators (e.g., intensity, type). A multilevel meta-analysis was applied to 171 chronic (654 effect sizes) and 68 acute studies (305 effect sizes) involving 48,625 participants from preschool to older adulthood. On average, small positive effects on cognition were found for participation in both chronic (g = 0.25, 95% CI [0.19, 0.31]) and acute physical activity (g = 0.21, 95% CI [0.12, 0.30]). Physical activity effects on cognition seem to be jointly moderated by contextual and physical activity-related factors. The largest effect sizes were depicted for chronic practice of outdoor physical activity of moderate-to-vigorous intensity (g = 0.63, 95% CI [0.41; 0.85]) and with high cognitive demand (g = 0.53, 95% CI [0.15, 0.91]), and for acute bouts of outdoor physical activity of moderate intensity (g = 0.71, 95% CI [0.42, 0.99]). These results may inform the design of future chronic and acute physical activity trials to foster a more comprehensive understanding of the intersection between multiple moderators. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

As older women drive aging population trends, it is crucial to understand how target age and gender jointly influence perceiver attitudes. Although the prevailing "double jeopardy" perspective portrays older women as the most derogated age-gender group due to facing both age and sex bias, some evidence suggests gender attitudes converge with target age (i.e., a "convergence" perspective). Investigating these competing hypotheses, we meta-analyzed 55 reports (k = 92 samples, N = 37,235) comparing attitudes toward younger, middle-aged, and older women and men. Results suggested more positive overall attitudes toward younger and middle-aged adults versus older adults-and, perhaps surprisingly, toward women versus men. Moderator analyses revealed significant Age × Gender interactions. Consistent with convergence, a pro-female bias emerged toward younger (g = -0.12) and middle-aged (g = -0.11) targets, but attitudes toward older women and men were virtually equivalent (g = -0.01). Consistent with double jeopardy, a stronger pro-younger (vs. older) bias existed for women (g = -0.34) as compared to men (g = -0.22), and a stronger pro-middle aged (vs. older) bias existed for women (g = -0.34) as compared to men (g = -0.22). Attitude dimension emerged as a significant moderator: For example, whereas warmth and agency stereotypes reflected a double jeopardy pattern-older women seen as the warmest but least agentic group-behaviors followed a pattern of gender convergence with age. Our findings highlight the complex interplay of age and gender in shaping attitudes, underscoring the need to simultaneously consider both identities in social perception research. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

Research on social hierarchy is flourishing. Often, researchers employ self- or peer-report measures to assess variables such as power or dominance. One drawback of studies in this line of research is that researchers use different scales to measure the same constructs and different researchers use the same scale but aim to measure different constructs. Moreover, hierarchy concepts have been used interchangeably and terms have been used for a specific variable but operationalized with a measure that taps into another construct. This practice leads to problems such as the jingle-jangle fallacy. As these fallacies occur at the construct and the measurement levels, we first delineate an Integrative Model of Social Hierarchy Concepts and provide definitions of different hierarchy concepts (power, status, dominance, prestige, motives regarding these variables) to establish conceptual consensus. Based on a systematic literature search, we then present 67 validated scales that aim to measure these constructs. Additionally, we discuss other measurement approaches beyond self-reports (e.g., indirect tests, language features). For a selected subset of scales, we conducted an empirical study to provide additional analyses on reliability, model fit, and exploratory factor analyses to detect similarities and differences between scales. Eventually, we derive recommendations on which scales and measures to use for assessing which hierarchy variable and how to advance measurement practices in this domain. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

Teacher-student relationships (TSRs) play a vital role in establishing a positive classroom climate and promoting positive student outcomes. Several meta-analyses have suggested significant correlations between positive TSRs and, for example, academic achievement, motivation, executive functions, and well-being, as well as between negative TSRs that result in behavior problems or bullying. These meta-analyses have differed substantially in TSR-outcome relationships, moderators, and methodological quality, thus complicating the interpretation of these findings. In this preregistered systematic review of meta-analyses plus original second-order meta-analyses (SOMAs), we aimed to (a) synthesize the meta-analytic evidence on relations between TSRs and student outcomes, (b) map influential moderators of these relations, and (c) assess the methodological quality of the meta-analyses. We synthesized over 70 years of educational research across 26 meta-analyses encompassing 119 meta-analytic effect sizes based on approximately 2.64 million prekindergarten and K-12 students. We conducted several three-level SOMAs and found that TSRs had similar large significant relations with eight clusters of student outcomes: academic achievement, academic emotions, appropriate student behavior, behavior problems, executive functions and self-control, motivation, school belonging and engagement, and well-being. The link with bullying was only marginally significant. Our moderator analyses suggested a larger TSR-outcome link for middle and high school students. Although more recent meta-analyses fulfilled more methodological quality criteria, these differences were not associated with TSR-outcome relations. These results map the field of TSR research; present their relations, moderators, and methodological quality in meta-analyses; and show how TSRs are equally important for a wide range of student outcomes and samples. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

Two theoretical perspectives (i.e., the risk management perspective and the resource perspective) offer competing predictions that higher class individuals-relative to lower class individuals-tend to be less versus more prosocial, respectively. Different predictions can also be drawn from each perspective about how the class-prosociality association varies across sociocultural contexts. To date, each perspective has received mixed empirical support. To test these competing perspectives, we synthesized 1,106 effect sizes from 471 independent studies on social class and prosociality (total N = 2,340,806, covering the years 1968-2024) conducted within 60 societies. Supporting the resource perspective, we found higher class individuals to be slightly more prosocial (r = .065, 95% confidence interval [.055, .075]); this association held for children, adolescents, and adults and did not significantly vary by any sociocultural variable. In testing the methodological moderators, we found no significant difference in the class-prosociality association in studies measuring objective social class (r = .066) and those measuring or manipulating subjective social class (r = .063). Nevertheless, the observed class-prosociality association was stronger when assessing prosocial behavior involving actual commitment of material or nonmaterial resources (r = .079) compared to prosocial intention (r = .039), and stronger under public (r = .065) than private (r = .016) circumstances. These findings generally support the resource perspective on class-based differences in prosociality-that the relatively higher cost of prosocial behavior, combined with heightened experience of deprivation, results in lower levels of prosociality among individuals with a lower social class background. (PsycInfo Database Record (c) 2025 APA, all rights reserved).