Psychology Commons^™

Cloud-Based Meta-Analysis To Bridge Science And Practice: Welcome To Metabus, Frank A. Bosco, Piers Steel, Frederick L. Oswald, Krista Uggerslev, James G. Field

Personnel Assessment and Decisions

Although volumes have been written on spanning the science-practice gap in applied psychology, surprisingly few tangible components of that bridge have actually been constructed. We describe the metaBUS platform that addresses three challenges of one gap contributor: information overload. In particular, we describe challenges stemming from: (1) lack of access to research findings, (2) lack of an organizing map of topics studied, and (3) lack of interpretation guidelines for research findings. For each challenge, we show how metaBUS, which provides an advanced search and synthesis engine of currently more than 780,000 findings from 9,000 studies, can provide the building blocks …

Dispositional Employability And The Relationship To Career Success: A Meta-Analysis, Alisha M. Jasmer

Electronic Theses, Projects, and Dissertations

This meta-analysis focuses on the willingness to work aspect of the RAW model of employability of Hogan et al. (2009), in relationship to career success. Willingness to work (W) can be defined as favorably disposed to work hard and take initiative at one’s job. The variables I used to structure the W are proactive personality, conscientiousness, work ethic, job involvement, adaptability, and ambition.

I used the Hunter and Schmidt method to analyze the data applying a random effects model. All calculations were conducted in Excel. The overall sample consisted of 100 effect sizes (r) derived from 41 studies. The total …

School Mental Health Early Interventions And Academic Outcomes For At-Risk High School Students: A Review Of The Research, Aidyn L. Iachini, Elizabeth Levine Brown, Annahita Ball, Jen Gibson, Steven E. Lize

Faculty Scholarship

The current educational policy context in the United States necessitates that school-based programs prioritize students’ academic outcomes. This review examined the quantitative research on school mental health (SMH) early interventions and academic outcomes for at risk high school students. Seven articles met the inclusion criteria for this review. All articles were examined according to study design and demographics, early intervention characteristics, and outcomes. Of the studies included, most were conducted in urban settings, involved the implementation of group-based early intervention strategies, and monitored GPA as a distal academic outcome. Counselors were frequent implementers of these early interventions. A meta-analysis found …