SwePub - search: WFRF:(Carlsson Rickard 1984 )

Enumeration	Reference	Cover	Find
1.	Armeni, Kristijan, et al. (author) Towards wide-scale adoption of open science practices : The role of open science communities 2021 In: Science and Public Policy. - : Oxford University Press. - 0302-3427 .- 1471-5430. ; 48:5, s. 605-611 Journal article (peer-reviewed)abstract Despite the increasing availability of Open Science (OS) infrastructure and the rise in policies to change behaviour, OS practices are not yet the norm. While pioneering researchers are developing OS practices, the majority sticks to status quo. To transition to common practice, we must engage a critical proportion of the academic community. In this transition, OS Communities (OSCs) play a key role. OSCs are bottom-up learning groups of scholars that discuss OS within and across disciplines. They make OS knowledge more accessible and facilitate communication among scholars and policymakers. Over the past two years, eleven OSCs were founded at several Dutch university cities. In other countries, similar OSCs are starting up. In this article, we discuss the pivotal role OSCs play in the large-scale transition to OS. We emphasize that, despite the grassroot character of OSCs, support from universities is critical for OSCs to be viable, effective, and sustainable.
2.	Batinovic, Lucija, 1997-, et al. (author) Ageism in Hiring: A Systematic Review and Meta-analysis of Age Discrimination 2023 In: Collabra: Psychology. - : University of California Press. - 2474-7394. ; 9:1 Journal article (peer-reviewed)abstract We aimed to identify effect sizes of age discrimination in recruitment based on evidence from correspondence studies and scenario experiments conducted between 2010 and 2019. To differentiate our results, we separated outcomes (i.e., call-back rates and hiring/invitation to interview likelihood) by age groups (40-49, 50-59, 60-65, 66+) and assessed age discrimination by comparing older applicants to a control group (29-35 year-olds). We conducted searches in PsycInfo, Web of Science, ERIC, BASE, and Google Scholar, along with backward reference searching. Study bias was assessed with a tool developed for this review, and publication bias by calculating R-index, p-curve, and funnel plots. We calculated odds ratios for callback rates, pooled the results using a random-effects meta-analysis and calculated 95% confidence intervals. We included 13 studies from 11 articles in our review, and conducted meta-analyses on the eight studies that we were able to extract data from. The majority of studies were correspondence studies (k=10) and came largely from European countries (k=9), with the rest being from the U.S. (k=3) and Australia (k=1). Seven studies had a between-participants design, and the remaining six studies had a within-participants design. We conducted six random-effects meta-analyses, one for each age category and type of study design and found an average effect of age discrimination against all age groups in both study designs, with varying effect sizes (ranging from OR = 0.38, CI [0.25, 0.59] to OR = 0.89, CI [0.81, 0.97]). There was moderate to high risk of bias on certain factors, e.g., age randomization, problems with application heterogeneity. Generally, there’s an effect of age discrimination and it tends to increase with age. This has important implications regarding the future of the world’s workforce, given the increase in the older workforce and later retirement.
3.	Buchanan, Erin M., et al. (author) Getting Started Creating Data Dictionaries : How to Create a Shareable Data Set 2021 In: Advances in Methods and Practices in Psychological Science. - : Sage Publications. - 2515-2459 .- 2515-2467. ; 4:1 Journal article (peer-reviewed)abstract As researchers embrace open and transparent data sharing, they will need to provide information about their data that effectively helps others understand their data sets’ contents. Without proper documentation, data stored in online repositories such as OSF will often be rendered unfindable and unreadable by other researchers and indexing search engines. Data dictionaries and codebooks provide a wealth of information about variables, data collection, and other important facets of a data set. This information, called metadata, provides key insights into how the data might be further used in research and facilitates search-engine indexing to reach a broader audience of interested parties. This Tutorial first explains terminology and standards relevant to data dictionaries and codebooks. Accompanying information on OSF presents a guided workflow of the entire process from source data (e.g., survey answers on Qualtrics) to an openly shared data set accompanied by a data dictionary or codebook that follows an agreed-upon standard. Finally, we discuss freely available Web applications to assist this process of ensuring that psychology data are findable, accessible, interoperable, and reusable.
4.	Carlsson, Rickard, 1984-, et al. (author) A Primer on the benefits of differential treatment analysis when predicting discriminatory behavior 2018 In: The Quantitative Methods for Psychology. - Ottawa : University of Ottawa. - 2292-1354. ; 14:3, s. 193-198 Journal article (peer-reviewed)abstract A central question in social psychology is to what extent individual differences in attitudes, prejudices, and stereotypes can predict discriminatory behavior. This is often studied by simply regressing a measure of behavior toward a single group (e.g., behavior toward Black people only) onto the predictors (e.g., attitude measures). In the present paper, we remind researchers that an analysis focusing on predicting the differential treatment (e.g., behavior towards Black people vs. White people) has a higher conceptual validity and will result in more informative effect sizes. The paper is concluded with a list of suggestions for future research on the link between attitudes, prejudices, stereotypes and discrimination.
5.	Carlsson, Rickard, 1984-, et al. (author) Bayes Factors From Pooled Data Are No Substitute for Bayesian Meta-Analysis : Commentary on Scheibehenne, Jamil, and Wagenmakers (2016) 2017 In: Psychological Science. - : Sage Publications. - 0956-7976 .- 1467-9280. ; 28:11, s. 1694-1697 Journal article (peer-reviewed)abstract Scheibehenne, Jamil, and Wagenmakers (2016; SJW) recently introduced Bayesian evidence synthesis (BES). They used it to combine evidence from seven published studies that examined the influence of social-norm messages on hotel towel reuse rates. Although most of the original studies provided non-significant results (p-value > .05), BES provided strong support for the effect (Bayes factor = 37). We think that this conclusion is wrong. We demonstrate that BES is inherently flawed because it pools data in a way that is vulnerable to a Simpson’s paradox, and that a Bayesian meta-analysis that avoids this problem produces weaker evidence.
6.	Carlsson, Rickard, 1984-, et al. (author) Bayesian evidence synthesis is no substitute for meta-analysis : a re-analysis of Scheibehenne, Jamil and Wagenmakers (2016) 2016 Reports (other academic/artistic)abstract Scheibehenne, Jamil, and Wagenmakers (2016; SJW) recently introduced Bayesian evidence synthesis (BES). They applied it to a set of original studies that examined the influence of social norms on towel reuse at hotels. While most of the original studies provided nonsignificant results (p > .05), BES provided “strong support” (p. 3) for the effect. Due to methodological limitations, we think that this conclusion is wrong and that BES suffers from several problems. Combining frequentist and Bayesian approaches, we: illustrate the perilsof pooling data; assess publication bias, and conduct a Bayesian meta-analysis.
7.	Carlsson, Rickard, 1984-, et al. (author) Community Augmented Meta-analysis 2021 In: Swedish Reproducibility Network (SweRN) and 2nd annual conference of Open Science Community Sweden, Stockholm, November 25, 2021. Conference paper (other academic/artistic)abstract The presentation covers an overview of community-augmented meta-analysis (CAMA) and why CAMAs are to be preferred over traditional meta-analyses, for example that CAMAS can easily be updated when new research is published but also that syntheses are accessible and interactive to any user. The presentation also covers newly started and planned CAMAs; Evidence in learning and didactics (ELD) and in Disability research.
8.	Carlsson, Rickard, 1984-, et al. (author) Implicit stereotype content : Mixed stereotypes can be measured with the Implicit Association Test 2010 In: Social Psychology. - : Hogrefe Publishing Group. - 1864-9335 .- 2151-2590. ; 41:4, s. 213-222 Journal article (peer-reviewed)abstract The stereotype content model (SCM) postulates that stereotype content can be mixed in terms of diverging evaluations on the warmth and competence dimensions. The present study is the first to demonstrate this with implicit measures. Two Implicit Associations Tests (IATs) were developed, one capturing the warmth dimension and the other the competence dimension. Both IATs compared preschool teachers (stereotypically warm and incompetent) with lawyers (stereotypically cold and competent). As predicted, two samples of students from various areas of study showed the mixed implicit stereotypes, while a group of preschool-teacher students showed a univalent positive implicit stereotype of their own group, suggesting in-group favoritism. The results support the SCM.
9.	Carlsson, Rickard, 1984-, et al. (author) Is teacher attrition a poor estimate of the value of teacher education? A Swedish case. 2019 In: European Journal of Teacher Education. - : Taylor & Francis. - 0261-9768 .- 1469-5928. ; 42:2, s. 243-257 Journal article (peer-reviewed)abstract Far from all who complete teacher education end up working as teachers throughout their entire career. At first sight the value of teacher education, in terms of efficiency, seems to be a failure. In the present article we argue that teacher attrition, when defined as whether one is working as teacher or not, is a too blunt measure to gauge whether teacher education has been valuable. With a unique dataset, where we have detailed information on 87 Swedish teacher graduates’ working life across 23 years, we can consider whether activities and/or experiences point to an apparent use of teacher education. In conclusion, we find that in order to get informative estimates of its value it is important to consider it from different perspectives and to consider attrition related to the total working time spent in educational settings across a career rather than percentage leaving teaching after a set of years.
10.	Carlsson, Rickard, 1984-, et al. (author) Prototypes and same-gender bias in perceptions of hiring discrimination 2018 In: Journal of Social Psychology. - : Taylor & Francis. - 0022-4545 .- 1940-1183. ; 158:3, s. 285-297 Journal article (peer-reviewed)abstract The present study investigated the relative importance of two explanations behind perceptions of gender discrimination in hiring: prototypes and same- gender bias. According to the prototype explanation, people perceive an event as discrimination to the extent that it fits their preconceptions of typical discrimination. In contrast, the same-gender bias explanation asserts that people more readily detect discrimination toward members of their own gender. In four experiments (n = 797), women and men made considerably stronger discrimination attributions, and were moderately more discouraged from seeking work, when the victim was female rather than male. Further, a series of regressions analyses showed beliefs in discrimination of women to be moderately correlated with discrimination attributions of female victims, but little added explanatory value of participant gender, stigma consciousness, or feminist identification. The results offer strong support for the prototype explanation.
11.	Carlsson, Rickard, 1984-, et al. (author) Selected or rejected : Men and women's reactions to affirmative action procedures in hiring 2021 In: Analyses of Social Issues and Public Policy. - : John Wiley & Sons. - 1529-7489 .- 1530-2415. ; 21:1, s. 874-888 Journal article (peer-reviewed)abstract Previous research suggests that affirmative action policies tend to be perceived more negatively by men than by women, and by nonbeneficiaries relative to beneficiaries. However, studies focusing on men as beneficiaries are scarce. The present paper reports the results of two preregistered studies conducted in Sweden. Study 1 investigated gender differences in reactions to being selected for a position based on either a strong or weak type of affirmative action policy. The results revealed that men (relative to women) displayed more negative attitudes, but not stronger resentment, and that a procedure using explicit quotas was perceived more negatively than a softer type of preferential treatment. In Study 2, we experimentally manipulated whether participants imagined being selected or rejected due to the same preferential treatment policy. Again, men displayed more negative attitudes than women, but not stronger resentment. The results further showed that attitudes were negative regardless of whether one was selected or rejected. However, those who were rejected felt stronger resentment than those who were selected. This effect was significant for both men and women, but stronger among women. Implications for research, organizations, and policy-makers are discussed.
12.	Durante, Federica, et al. (author) Ambivalent stereotypes link to peace, conflict, and inequality across 38 nations 2017 In: Proceedings of the National Academy of Sciences of the United States of America. - : National Academy of Sciences. - 0027-8424 .- 1091-6490. ; 114:4, s. 669-674 Journal article (peer-reviewed)abstract A cross-national study, 49 samples in 38 nations (n = 4,344), inves- tigates whether national peace and conflict reflect ambivalent warmth and competence stereotypes: High-conflict societies (Pakistan) may need clearcut, unambivalent group images distinguishing friends from foes. Highly peaceful countries (Denmark) also may need less ambivalence because most groups occupy the shared national identity, with only a few outcasts. Finally, nations with interme- diate conflict (United States) may need ambivalence to justify more complex intergroup-system stability. Using the Global Peace Index to measure conflict, a curvilinear (quadratic) relationship be- tween ambivalence and conflict highlights how both extremely peaceful and extremely conflictual countries display lower stereo- type ambivalence, whereas countries intermediate on peace-conflict present higher ambivalence. These data also replicated a linear inequality–ambivalence relationship.
13.	Hägglund, Rickard, et al. (author) Measuring thickness changes of edge-wise compression loaded corrugated board panels using digital image correlation 2012 In: Journal of Sandwich Structures and Materials. - : SAGE Publications. - 1099-6362 .- 1530-7972. ; 14:1, s. 75-94 Journal article (peer-reviewed)abstract This study examines thickness changes in web-core sandwich panels under edgewise compressive loading. Both undamaged and damaged panels were examined. Three-dimensional full-field digital image correlation systems were used to determine deflections on both sides of loaded panels. The change in thickness at any given point in the panel was obtained as the difference between the two displacement fields. It was observed that the thickness was reduced in the post-buckling regime. Damage introduced into the corrugated core by lateral compression proved to significantly reduce the load-carrying capability panels and elevate the thickness reduction of the panels.
14.	Kalmendal, André, 1989-, et al. (author) Protocol: Strategy instruction for improving short‐ and long‐term writing performance on secondary and upper‐secondary students : A systematic review 2024 In: Campbell Systematic Reviews. - : John Wiley & Sons. - 1891-1803. ; 20:2 Journal article (peer-reviewed)abstract This is the protocol for a Campbell systematic review. The objectives are as follows. This review aims to investigate the effectiveness of all types of teacher-delivered classroom-based strategy instruction aimed at students in the general population (all students) including struggling students (with or at-risk of academic difficulties) in ages 12–19 for increasing writing performance. The majority of previous reviews scoped all outcomes presented in the primary studies. This review will solely focus on covering three most common outcomes: story quality, story elements and word count/length.
15.	Kalmendal, André, 1989-, et al. (author) Visible learning, best practice or boondoggle? : Challenges in assessing a meta-meta-analysis 2023 In: Presented at Unconference on Open Scholarship Practices in Education Research, Centre for Open Science, Charlottesville, United States of America. Conference paper (peer-reviewed)abstract In 2009, John Hattie released the meta-meta-review Visible Learning which summarized 800 meta-analyses into 138 possible influences on student achievement. The influences were all re-coded to a standard metric (Cohen’s d) and ranked based on their effect sizes, ranging from negative (e.g. retention), little effect (e.g., student personality), to strong influences on student achievement (e.g., Response to intervention). To this day, the general criticism has focused on discovering examples of flaws in Hattie’s approach which has been referred to as cherry-picking by proponents of Visible Learning. The purpose of this project is to conduct a rigorous systematic assessment of the presented material. This talk will go through the syntheses made in Visible Learning and also how the quality assessment of the material is done. For example, previous research indicates that several influences have combined meta-analyses despite not having similar population, intervention, comparison groups, outcomes, and study types (PICOS). The talk will also contain a practical demonstration of the codesheet and coding of the influences. The approach taken includes resources when conducting or assessing any type of meta-review.
16.	Lakens, Daniel, et al. (author) Justify your alpha 2018 In: Nature Human Behaviour. - : Nature Publishing Group. - 2397-3374. ; 2:3, s. 168-171 Journal article (peer-reviewed)abstract In response to recommendations to redefine statistical significance to P ≤ 0.005, we propose that researchers should transparently report and justify all choices they make when designing a study, including the alpha level.
17.	Lindersson, Linda, et al. (author) Reassessing the impact of descriptive norms on charitable giving 2019 In: International Journal of Nonprofit & Voluntary Sector Marketing. - : Wiley-Blackwell. - 1465-4520 .- 1479-103X. ; 24:1, s. 1-6 Journal article (peer-reviewed)abstract The usefulness of conveying descriptive norms (“this is what most people do”) for prosocial purposes such as environmental conservation and charitable giving has recently been called into question. Two experiments (N = 748) evaluated the hypothesis that descriptive norms increase people's intentions to donate to charity. Overall, the results supported this hypothesis. Another aim was to examine the robustness of the local norm superiority effect that proposes that the local norms of one's immediate environment are superior to other descriptive norms (global and social identity norms). This hypothesis was not supported. The results suggest that differences between different types of norms are likely to be small.
18.	Nilsonne, Gustav, et al. (author) ”Sluta betala för att få publicera forskning” 2023 In: Svenska Dagbladet. - 1101-2412. ; :2023-03-28 Journal article (pop. science, debate, etc.)abstract Vetenskapliga tidskrifter som gömmer sina forskningsresultat bakom betalväggar har spelat ut sin roll. Nu har vi chansen att få 500 miljoner mer till forskning – bara genom att säga nej till tidskrifterna, skriver debattörer.
19.	Nilvius, Camilla, 1974-, et al. (author) Tier 2 interventions within the RtI-model for developing students' word decoding – a systematic review and meta-analysis 2021 In: Cogent Education. - : Taylor & Francis Group. - 2331-186X. ; 8:1 Journal article (peer-reviewed)abstract This pre-registered systematic review and meta-analysis aimed to answer if K-2 students at risk (Population) for reading impairment benefited from a response to tier 2 reading intervention (Intervention) compared to teaching as usual, (Comparator), on word decoding outcomes (Outcome), based on randomized controlled trials (Study type). Eligibility criteria were adequately sized (N > 30 per group) randomized controlled trials of tier 2 reading interventions within response to intervention targeting K-2 at risk students (percentile 40) compared with teaching as usual (TAU). Reading interventions had to be at least 20 sessions and conducted in a school setting with at least 30 students in each group and containing reading activities. Comparator could not be another intervention. Only decoding tests from Woodcock Reading Mastery Test-Revised (WRMT) and Test of Word Reading Efficiency (TOWRE) were included.Information sources: Database search was conducted 2019–05-20 in ERIC, PsycINFO, LLBA, WOS, and additionally in Google Scholar as well as a hand search in previous reviews and meta-analyses. The searches were updated on 2021–03-21. Risk of bias: Studies were assessed with Cochrane’s Risk of Bias 2, R-index and funnel plots. A random-effects model was used to analyze the effect sizes (Hedges’ g). Seven studies met the eligibility criteria but only four had sufficient data to extract for the meta-analysis. The weighted mean effect size across the four included studies was Hedges’ g = 0.31, 95% CI [0.12, 0.50] which means that the intervention group improved their decoding ability more than students receiving TAU. A Leave-one-out analysis showed that the weighted effect did not depend on a single study. Students at risk of reading difficulties benefit from tier 2 reading intervention conducted within response to intervention regarding a small effect on the students decoding ability. Only four studies met inclusion criteria and all studies had at least some risk of bias. Tier 2 reading interventions, conducted in small groups within RtI, can to some extent support decoding development as a part of reading factors.
20.	Nordström, Thomas, 1977- (author) Measures that matter : Facilitating literacy through targeted instruction and assistive technology 2018 Doctoral thesis (other academic/artistic)abstract The acquisition of reading skills is one of the most important academic outcomes, as reading enables the individual to acquire knowledge and to actively take part in society. Despite research and educational progress, not all students develop their reading skills to a level that meet academic or societal demands. Study I in the dissertation aimed to demonstrate the relative importance of students developing adequate reading skills in order to succeed academically, and,thus to motivate interventions in order to counteract the negative impact of reduced reading performance. The overall aim of this dissertation was to explore two subsequent approaches for improving students’ possibilities to achieve a functioning literacy. The first approach focused on teachers’ use of reading assessment data and teaching recommendations in order to target instruction in classroom education involving all students (study II). The second approach focusedon the use of assistive reading and writing technology (primarily with text-to-speech, TTS, and speech-to-text, STT functions) for students with severe difficulties with reading (study III and IV). Study I was conducted as a follow-up study of an earlier project, in which grade 2 screening data of word decoding (N=1784) were run through a series of multiple regression analyses, in order to predict grade 9 grade marks and subject choices. Study II was conducted as a teacher intervention project within a larger reading educational project, in which participating grade 1-3 teachers (N=8) used the program features to strengthen reading instruction in classroom teaching. The teachers were interviewed in focus group meetings and their statements were analyzed using qualitative method. Study III and IV consisted of a six week assistive technology intervention (M=21 sessions) aimed to students with severe difficulties in reading from grade 4, grade 8 and from high school (N=146 participants before pretests). The intervention had a randomized control trial design with additional experimental elements, including pretests, posttests and one year follow up measurements, in addition to students, parents and teachers perceptions. The intervention was evaluated using both quantitative and qualitative methods. Study I demonstrated that students’ early reading skills predicted long-termacademic performance, meaning that low reading performers received lower grades and academic opportunities than students with higher assessed readingl evels. Study II showed that teachers could use assessment data and recommendationsin order for increasing their awareness of student learning, which influenced how they organized teaching. The impact of using the program for targeting needs in individual students, were, however, rather limited, and required further implementation of the program. Study III and IV showed that assistive technology can be used for assimilating(i.e., to read) and communicating (i.e., to write) text for students with severe difficulties in reading, which affected students’ motivation to engage with text, and their schoolwork in general. However, the extent students’ managed to use the technology varied and pointed to the need of teacher support to be able use the technology efficiently, as well as for further use in classroom education. Approximately 70 % of the students continued to use the technology after theintervention. Additional findings demonstrated the relative advantage of assistive technology in terms of increased reading speed and that students who used assistive technology did not fall behind equally impaired control students onreading measures, as assessed immediately after the intervention and after one year. In summary, this dissertation demonstrated how adjusted teaching, based on assessment data and recommendations, can be used to target individual needs in students, and how the use of assistive technology can be beneficial for students with severe difficulties in reading.
21.	Nordström, Thomas, Filosofie doktor i psykologi, 1977-, et al. (author) Meta-Review of Systematic Reviews in Educational Research : Risk of Bias and Open Practices 2022 In: 2022 Unconference on Open Scholarship Practices in Education Research, Centre for Open Science, Charlottesville, United States of America. Conference paper (other academic/artistic)abstract As part of a larger meta-review project that aims to assess the quality of systematic reviews of educational intervention, this study provides a snapshot of reviews published between 2019 and 2021. Main goal was to assess the current state of literature and have the best studies published as CAMAs. We looked for reviews that investigated educational interventions’ effectiveness for the k-12 population using experimental designs (RCT, QED, SCD). We searched for systematic reviews in the ERIC database and four journals which publish educational reviews. Studies that were included in the full-text screening were assessed using the ROBIS (risk of bias in systematic reviews) tool, first by assessing if the PICOS fit ours, then moved on to first stage ROBIS screening, which was conducted for all articles included in the full-text reading phase. Preliminary results of the first stage ROBIS screening indicate the lack of preregistration and data sharing practice, no standardized approach in conducting searches and reporting results, and often absent quality check of studies included in the reviews.
22.	Rohrer, Julia M., et al. (author) Putting the Self in Self-Correction : Findings From the Loss-of-Confidence Project 2021 In: Perspectives on Psychological Science. - : Sage Publications. - 1745-6916 .- 1745-6924. ; 16:6, s. 1255-1269 Journal article (peer-reviewed)abstract Science is often perceived to be a self-correcting enterprise. In principle, the assessment of scientific claims is supposed to proceed in a cumulative fashion, with the reigning theories of the day progressively approximating truth more accurately over time. In practice, however, cumulative self-correction tends to proceed less efficiently than one might naively suppose. Far from evaluating new evidence dispassionately and infallibly, individual scientists often cling stubbornly to prior findings. Here we explore the dynamics of scientific self-correction at an individual rather than collective level. In 13 written statements, researchers from diverse branches of psychology share why and how they have lost confidence in one of their own published findings. We qualitatively characterize these disclosures and explore their implications. A cross-disciplinary survey suggests that such loss-of-confidence sentiments are surprisingly common among members of the broader scientific population yet rarely become part of the public record. We argue that removing barriers to self-correction at the individual level is imperative if the scientific community as a whole is to achieve the ideal of efficient self-correction.
23.	Schimmack, Ulrich, et al. (author) Young unarmed nonsuicidal male victims of fatal use of force are 13 times more likely to be Black than White 2020 In: Proceedings of the National Academy of Sciences of the United States of America. - : The National Academy of Sciences. - 0027-8424 .- 1091-6490. ; 117:3, s. 1263-1263 Journal article (peer-reviewed)
24.	Silberzahn, Raphael, et al. (author) Many analysts, one dataset : Making transparent how variations in analytical choices affect results 2018 In: Advances in Methods and Practices in Psychological Science. - : Sage Publications. - 2515-2459 .- 2515-2467. ; 1:3, s. 337-356 Journal article (peer-reviewed)abstract Twenty-nine teams involving 61 analysts used the same dataset to address the same research question: whether soccer referees are more likely to give red cards to dark skin toned players than light skin toned players. Analytic approaches varied widely across teams, and estimated effect sizes ranged from 0.89 to 2.93 in odds ratio units, with a median of 1.31. Twenty teams (69%) found a statistically significant positive effect and nine teams (31%) observed a non-significant relationship. Overall 29 differentanalyses used 21 unique combinations of covariates. We found that neither analysts' prior beliefs about the effect, nor their level of expertise, nor peer-reviewed quality of analysis readily explained variation in analysis outcomes. This suggests that significant variation in the results of analyses of complex data may be difficult to avoid, even by experts with honest intentions. Crowdsourcing data analysis, a strategy by which numerous research teams are recruited to simultaneously investigate the same research question, makes transparent how defensible, yet subjective analytic choices influence research results.
25.	Sinclair, Samantha, 1983-, et al. (author) Reactions to affirmative action policies in hiring : Effects of framing and beneficiary gender 2021 In: Analyses of Social Issues and Public Policy. - : John Wiley & Sons. - 1529-7489 .- 1530-2415. ; 21:1, s. 660-678 Journal article (peer-reviewed)abstract Affirmative action policies aim to reduce gaps between social groups, yet they are often perceived negatively. The present research examined reactions to an organization’s preferential treatment policy based on gender, focusing on whether positive versus negative framing of the scenario and gender of the beneficiary matter for these reactions. The results of two preregistered experiments conducted in Sweden (N = 556) did not provide support for the hypothesis that framing the affirmative action scenario as adding minority women compared to framing it as rejecting majority men would produce more favorable perceptions and reduced feelings of resentment. Moreover, we found no support for the hypothesis that the effects of framing would be weaker in the case of male beneficiaries compared to female beneficiaries. However, we found clear support for the hypothesis that the policy was perceived more favorably when the beneficiary was female rather than male. Theoretical and practical implications are discussed.
26.	Sinclair, Samantha, 1983-, et al. (author) The role of friends in career compromise : Same-gender friendship intensifies gender differences in educational choice 2014 In: Journal of Vocational Behavior. - : Elsevier BV. - 0001-8791 .- 1095-9084. ; 84:2, s. 109-118 Journal article (peer-reviewed)abstract We propose a mechanism of how the desire to maintain friendships can intensify gender differences in educational choice. The required conditions for this mechanism would be that (1) adolescent males and females differ in their overall educational preferences, (2) wanting to stay close to friends motivates some adolescents to adjust their educational choice in line with their friends' choices, and (3) adolescents have a higher share of same-gender, than other-gender, friends. Study 1 confirmed that these criteria were met, and Study 2 found an association between friendship priority and gender typed field of study. In conclusion, adjusting educational choices in order to maintain friendships put adolescents at risk of compromising their true career interests, and also becomes an obstacle to a gender balanced labor market.
27.	Sinclair, Samantha, 1983-, et al. (author) What will I be when I grow up? The impact of gender identity threat on adolescents' occupational preferences 2013 In: Journal of Adolescence. - : Wiley. - 0140-1971 .- 1095-9254. ; 36:3, s. 465-474 Journal article (peer-reviewed)abstract The present study examined the impact of gender identity threat on adolescents’ occupationalpreferences. Two hundred and ninety-seven adolescents (45% girls, M age ¼ 14.4,SD ¼ .54) participated in the experiment. There were substantial differences between boys’and girls’ occupational preferences. Importantly, adolescents who received a threat to theirgender identity became more stereotypical in job preferences, suggesting a causal linkbetween threatened gender identity and stereotypical preferences. A comparison threat toone’s capability did not have this effect, indicating a unique effect of gender identity threat.Further, individual differences in gender identity concerns predicted gender stereotypicalpreferences, and this finding was replicated with an independent sample (N ¼ 242). Inconclusion, the results suggest that threats to adolescents’ gender identity may contributeto the large gender segregation on the labor market.
28.	van den Akker, Olmo R., et al. (author) Increasing the transparency of systematic reviews : presenting a generalized registration form 2023 In: Systematic Reviews. - : BioMed Central (BMC). - 2046-4053. ; 12 Journal article (peer-reviewed)abstract This paper presents a generalized registration form for systematic reviews that can be used when currently available forms are not adequate. The form is designed to be applicable across disciplines (i.e., psychology, economics, law, physics, or any other field) and across review types (i.e., scoping review, review of qualitative studies, meta-analysis, or any other type of review). That means that the reviewed records may include research reports as well as archive documents, case law, books, poems, etc. Items were selected and formulated to optimize broad applicability instead of specificity, forgoing some benefits afforded by a tighter focus. This PRISMA 2020 compliant form is a fallback for more specialized forms and can be used if no specialized form or registration platform is available. When accessing this form on the Open Science Framework website, users will therefore first be guided to specialized forms when they exist. In addition to this use case, the form can also serve as a starting point for creating registration forms that cater to specific fields or review types.
29.	Williams, Donald, et al. (author) Between-litter variation in developmental studies of hormones and behavior : Inflated false positives and diminished power 2017 In: Frontiers in neuroendocrinology (Print). - : Elsevier. - 0091-3022 .- 1095-6808. ; 47, s. 154-166 Journal article (peer-reviewed)abstract Developmental studies of hormones and behavior often include littermates—rodent siblings that share early-life experiences and genes. Due to between-litter variation (i.e., litter effects), the statistical assumption of independent observations is untenable. In two literatures—natural variation in maternal care and prenatal stress—entire litters are categorized based on maternal behavior or experimental condition. Here, we (1) review both literatures; (2) simulate false positive rates for commonly used statistical methods in each literature; and (3) characterize small sample performance of multilevel models (MLM) and generalized estimating equations (GEE). We found that the assumption of independence was routinely violated (>85%), false positives (α = 0.05) exceeded nominal levels (up to 0.70), and power (1−β) rarely surpassed 0.80 (even for optimistic sample and effect sizes). Additionally, we show that MLMs and GEEs have adequate performance for common research designs. We discuss implications for the extant literature, the field of behavioral neuroendocrinology, and provide recommendations.

Skapa referenser, mejla, bekava och länka

Permalink

Träfflista för sökning "WFRF:(Carlsson Rickard 1984 ) "

Refine your search

Year