Sample Sizes and Effect Sizes are Negatively Correlated in Meta-Analyses: Evidence and Implications of a Publication Bias Against NonSignificant Findings

By Timothy R. Levine, K. J. Asada, Christopher J. Carpenter. 2009

150 citations recorded by the source corpus.

Subfields: Applied Psychology, General Decision Sciences, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/b782aee04fd8c73d0df70a07409b925c4798e393

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Citations in the corpus

Understanding Emotional Response Theory: The Role of Instructor Power and Justice Messages (2012, background): “Recently, scholars have advocated for the importance of non-significant findings in communication research (Levine, Asada, & Carpenter, 2009 ).”
Avatars Versus Agents: A Meta-Analysis Quantifying the Effect of Agency on Social Influence (2015, background): “Another limitation, which is also prevalent in the vast majority of meta-analyses as noted by Levine et al. (2009), is the negative correlation between the number of participants and the r values, which may indicate a bias of reporting and publishing only signiﬁcant results.”
Threatening communication: a critical re-analysis and a revised meta-analytic test of fear appeal theory (2013, methodology): “In addition to inspection of the funnel plots, correlations between effect size and sample size and methodological quality measures were calculated (Levine et al., 2009).”
A Meta-Analysis of School-Based Bullying Prevention Programs' Effects on Bystander Intervention Behavior (2012, background): “Smaller studies tend to produce larger and more unstable effect sizes (Levine et al., 2009), and therefore the grouping could reflect this phenomenon.”
Avatar characteristics induce users’ behavioral conformity with small-to-medium effect sizes: a meta-analysis of the proteus effect (2019, methodology): “Although sample size and r are often negatively related in meta-analysis, the negative correlation found between study size and effect size within the research suggest the possibility of publication bias (Levine et al., 2009).”
Effects of flipping the classroom on learning outcomes and satisfaction: A meta-analysis (2019, unknown): “…correlation between sample size and effect size in the data from assessed learning outcome, r=−0.15, p= .494, perceived learning outcome, r=−0.03, p= .945, and satisfaction, r=−0.10, p= .674, as it would be the case when there is a bias against nonsignificant findings (Levine et al., 2009).”