{"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}
Julius Frankenbach, Marcel Weber, David D Loschelder, Helena Kilger, Malte Friese
Few spheres in life are as universally relevant for (almost) all individuals past puberty as sexuality. One important aspect of sexuality concerns individuals' sex drive-their dispositional sexual motivation. A vigorous scientific (and popular) debate revolves around the question of whether or not there is a gender difference in sex drive. Several theories predict a higher sex drive in men compared to women, with some theories attributing this difference to biased responding rather than true differences. Currently, there is little consensus on how to conceptualize sex drive, nor does a quantitative summary of the literature exist. In this article, we present a theory-driven conceptualization of sex drive as the density distribution of state sex drive, where state sex drive is defined as momentary sexual motivation that manifests in sexual cognition, affect, and behavior. We conduct a comprehensive meta-analysis of gender differences in sex drive based on 211 studies, 856 effect sizes, and 621,463 persons. The meta-analysis revealed a stronger sex drive in men compared to women, with a medium-to-large effect size, g = 0.69, 95% CI [0.58, 0.81]. Men more often think and fantasize about sex, more often experience sexual affect like desire, and more often engage in masturbation than women. Adjustment for biased responding reduced the gender difference (g = 0.54). Moderation analyses suggest that the effect is robust and largely invariant to contextual factors. There was no evidence of publication bias. The discussion focuses on validity considerations, limitations, and implications for psychological theory and people's everyday lives. (PsycInfo Database Record (c) 2022 APA, all rights reserved).
对于（几乎）所有过了青春期的人来说，生活中很少有领域像性生活这样具有普遍意义。性的一个重要方面涉及个人的性驱动力--他们的性倾向动机。围绕性欲是否存在性别差异这一问题，科学界（和大众）展开了激烈的争论。有几种理论预测男性的性冲动高于女性，其中一些理论认为这种差异是由于反应偏差造成的，而不是真正的差异。目前，人们对如何将性欲概念化还没有达成共识，也没有定量的文献总结。在本文中，我们提出了一种理论驱动的性驱动力概念，即状态性驱动力的密度分布，其中状态性驱动力被定义为表现在性认知、情感和行为中的瞬间性动机。我们基于 211 项研究、856 个效应大小和 621 463 人，对性欲的性别差异进行了全面的荟萃分析。荟萃分析表明，与女性相比，男性的性欲更强，其效应大小为中到大，g = 0.69，95% CI [0.58, 0.81]。与女性相比，男性更经常思考和幻想性，更经常体验到性欲等性冲动，也更经常手淫。对偏差反应的调整缩小了性别差异（g = 0.54）。调节分析表明，这种效应是稳健的，而且基本上不受环境因素的影响。没有证据表明存在发表偏差。讨论的重点是有效性考虑、局限性以及对心理学理论和人们日常生活的影响。(PsycInfo Database Record (c) 2022 APA，保留所有权利）。
{"title":"Sex drive: Theoretical conceptualization and meta-analytic review of gender differences.","authors":"Julius Frankenbach, Marcel Weber, David D Loschelder, Helena Kilger, Malte Friese","doi":"10.1037/bul0000366","DOIUrl":"10.1037/bul0000366","url":null,"abstract":"<p><p>Few spheres in life are as universally relevant for (almost) all individuals past puberty as sexuality. One important aspect of sexuality concerns individuals' sex drive-their dispositional sexual motivation. A vigorous scientific (and popular) debate revolves around the question of whether or not there is a gender difference in sex drive. Several theories predict a higher sex drive in men compared to women, with some theories attributing this difference to biased responding rather than true differences. Currently, there is little consensus on how to conceptualize sex drive, nor does a quantitative summary of the literature exist. In this article, we present a theory-driven conceptualization of sex drive as the density distribution of state sex drive, where state sex drive is defined as momentary sexual motivation that manifests in sexual cognition, affect, and behavior. We conduct a comprehensive meta-analysis of gender differences in sex drive based on 211 studies, 856 effect sizes, and 621,463 persons. The meta-analysis revealed a stronger sex drive in men compared to women, with a medium-to-large effect size, <i>g</i> = 0.69, 95% CI [0.58, 0.81]. Men more often think and fantasize about sex, more often experience sexual affect like desire, and more often engage in masturbation than women. Adjustment for biased responding reduced the gender difference (<i>g</i> = 0.54). Moderation analyses suggest that the effect is robust and largely invariant to contextual factors. There was no evidence of publication bias. The discussion focuses on validity considerations, limitations, and implications for psychological theory and people's everyday lives. (PsycInfo Database Record (c) 2022 APA, all rights reserved).</p>","PeriodicalId":20854,"journal":{"name":"Psychological bulletin","volume":" ","pages":""},"PeriodicalIF":22.4,"publicationDate":"2022-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"33504829","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. Y. Rueger, Yoo-Ryang Pyun, S. Coyle, Jessica Wimmer, Lauren B. Stone
{"title":"Supplemental Material for Youth Depression and Perceived Social Support From Parents: A Meta-Analysis of Gender and Stress-Related Differences","authors":"S. Y. Rueger, Yoo-Ryang Pyun, S. Coyle, Jessica Wimmer, Lauren B. Stone","doi":"10.1037/bul0000378.supp","DOIUrl":"https://doi.org/10.1037/bul0000378.supp","url":null,"abstract":"","PeriodicalId":20854,"journal":{"name":"Psychological bulletin","volume":" ","pages":""},"PeriodicalIF":22.4,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43798224","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":"Trait and state affective experience among high-risk people in the schizophrenia spectrum: A meta-analytic review.","authors":"L. Y. Li, Amy L. Dent, Ryan Donberg, E. Martin","doi":"10.1037/bul0000380","DOIUrl":"https://doi.org/10.1037/bul0000380","url":null,"abstract":"","PeriodicalId":20854,"journal":{"name":"Psychological bulletin","volume":" ","pages":""},"PeriodicalIF":22.4,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46199295","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":"Cognitive control biases in depression: A systematic review and meta-analysis.","authors":"Leanne Quigley, Thulasi Thiruchselvam, L. Quilty","doi":"10.1037/bul0000372","DOIUrl":"https://doi.org/10.1037/bul0000372","url":null,"abstract":"","PeriodicalId":20854,"journal":{"name":"Psychological bulletin","volume":" ","pages":""},"PeriodicalIF":22.4,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44439457","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}
Huiyao Liao, Rong Su, Thomas Ptashnik, Jordan Nielsen
In recent years, a rapidly growing literature has shed light on important costs and benefits of prosocial motivation in the workplace. However, researchers have studied prosocial motivation using various labels, conceptualizations, and operationalizations, leaving this body of knowledge fragmented. In this study, we contribute to the literature by providing an integrated framework that organizes extant constructs and measures of prosocial motives along two dimensions: level of autonomy (discretionary/obligatory) and level of generality (global/contextual/positional). Drawing upon this framework, we conducted a meta-analysis with 252 samples and 666 effect sizes to examine the effects of prosocial motivation on workplace outcomes. Moderator analyses were performed to resolve inconsistencies in the empirical literature and understand the context under which prosocial motivation had the strongest or weakest effect. We found that prosocial motivation, in general, was beneficial for employee well-being ( ρ ¯ ^ = .23), prosocial behavior ( ρ ¯ ^ = .35), job performance ( ρ ¯ ^ = .20), and career success ( ρ ¯ ^ = .06). The direction and magnitude of these effects depended on the autonomy, generality, and measurement of prosocial motivation, the nature of the outcome (i.e., type of prosocial behavior, subjectivity of performance measures, and forms of career success), as well as the cultural context. Importantly, prosocial motivation had incremental validity above and beyond general cognitive ability and Big Five personality traits for predicting all four outcomes. We discuss the theoretical, methodological, and practical implications of these findings and offer a guiding framework for future research efforts.
{"title":"Feeling good, doing good, and getting ahead: A meta-analytic investigation of the outcomes of prosocial motivation at work.","authors":"Huiyao Liao, Rong Su, Thomas Ptashnik, Jordan Nielsen","doi":"10.1037/bul0000362","DOIUrl":"https://doi.org/10.1037/bul0000362","url":null,"abstract":"In recent years, a rapidly growing literature has shed light on important costs and benefits of prosocial motivation in the workplace. However, researchers have studied prosocial motivation using various labels, conceptualizations, and operationalizations, leaving this body of knowledge fragmented. In this study, we contribute to the literature by providing an integrated framework that organizes extant constructs and measures of prosocial motives along two dimensions: level of autonomy (discretionary/obligatory) and level of generality (global/contextual/positional). Drawing upon this framework, we conducted a meta-analysis with 252 samples and 666 effect sizes to examine the effects of prosocial motivation on workplace outcomes. Moderator analyses were performed to resolve inconsistencies in the empirical literature and understand the context under which prosocial motivation had the strongest or weakest effect. We found that prosocial motivation, in general, was beneficial for employee well-being ( ρ ¯ ^ = .23), prosocial behavior ( ρ ¯ ^ = .35), job performance ( ρ ¯ ^ = .20), and career success ( ρ ¯ ^ = .06). The direction and magnitude of these effects depended on the autonomy, generality, and measurement of prosocial motivation, the nature of the outcome (i.e., type of prosocial behavior, subjectivity of performance measures, and forms of career success), as well as the cultural context. Importantly, prosocial motivation had incremental validity above and beyond general cognitive ability and Big Five personality traits for predicting all four outcomes. We discuss the theoretical, methodological, and practical implications of these findings and offer a guiding framework for future research efforts. ","PeriodicalId":20854,"journal":{"name":"Psychological bulletin","volume":"2 1","pages":""},"PeriodicalIF":22.4,"publicationDate":"2022-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138531247","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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