Neglect of publication bias compromises meta-analyses of educational research

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F21%3A10432641" target="_blank" >RIV/00216208:11410/21:10432641 - isvavai.cz</a>

Výsledek na webu

<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=ONkn52Dg~a" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=ONkn52Dg~a</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1371/journal.pone.0252415" target="_blank" >10.1371/journal.pone.0252415</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Neglect of publication bias compromises meta-analyses of educational research

Popis výsledku v původním jazyce

Because negative findings have less chance of getting published, available studies tend to be a biased sample. This leads to an inflation of effect size estimates to an unknown degree. To see how meta-analyses in education account for publication bias, we surveyed all meta-analyses published in the last five years in the Review of Educational Research and Educational Research Review. The results show that meta-analyses usually neglect publication bias adjustment. In the minority of meta-analyses adjusting for bias, mostly non-principled adjustment methods were used, and only rarely were the conclusions based on corrected estimates, rendering the adjustment inconsequential. It is argued that appropriate state-of-the-art adjustment (e.g., selection models) should be attempted by default, yet one needs to take into account the uncertainty inherent in any meta-analytic inference under bias. We conclude by providing practical recommendations on dealing with publication bias.

Název v anglickém jazyce

Neglect of publication bias compromises meta-analyses of educational research

Popis výsledku anglicky

Because negative findings have less chance of getting published, available studies tend to be a biased sample. This leads to an inflation of effect size estimates to an unknown degree. To see how meta-analyses in education account for publication bias, we surveyed all meta-analyses published in the last five years in the Review of Educational Research and Educational Research Review. The results show that meta-analyses usually neglect publication bias adjustment. In the minority of meta-analyses adjusting for bias, mostly non-principled adjustment methods were used, and only rarely were the conclusions based on corrected estimates, rendering the adjustment inconsequential. It is argued that appropriate state-of-the-art adjustment (e.g., selection models) should be attempted by default, yet one needs to take into account the uncertainty inherent in any meta-analytic inference under bias. We conclude by providing practical recommendations on dealing with publication bias.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2021

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

PLoS One

ISSN

1932-6203

e-ISSN

1932-6203

Svazek periodika

16

Číslo periodika v rámci svazku

6

Stát vydavatele periodika

US - Spojené státy americké

Počet stran výsledku

14

Strana od-do

e0252415

Kód UT WoS článku

000664639200018

EID výsledku v databázi Scopus

2-s2.0-85107350143