Reporting Effect Size Estimates in School Psychology Research.

By Martin A. Volker. 2006

183 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/c9407ead18ebced90675b8f4abf35e3db1b1aee7

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Citations in the corpus

How to select, calculate, and interpret effect sizes. (2009, background): “What many researchers do not realize is that Cohen offered these values cautiously as a general rule of thumb that might be followed in the absence of knowledge of the area and previous findings (Volker, 2006).”
What Is Meant by Argumentative Competence? An Integrative Review of Methods of Analysis and Assessment in Education (2013, methodology): “Moreover, Cramer’s V has been used for the association between variables with more than two categories (2 × n cross-tabulation analysis; Volker, 2006).”
Peer-group indicators of social inclusion among pupils with autistic spectrum disorders (ASD) in mainstream secondary schools: A comparative study (2010, methodology): “Partial Eta-squared (Z2) was calculated to provide an index of effect size for main effects (Volker, 2006).”
A Comprehensive Review of Effect Size Reporting and Interpreting Practices in Academic Journals in Education and Psychology. (2010, background): “…Glass (1976), Hojat and Xu (2004), Kirk (1996), Lakshmi (2000), Mahadevan (2000), Robey (2004), Smithson (2001), Snyder and Lawson (1993), and Volker (2006), researchers are strongly recommended to refer to the following nine annotated studies to select, report, and interpret effect size…”
Reporting and Interpreting Effect Size in Quantitative Agricultural Education Research. (2011, background): “Note: If assumptions of equal sample size and homogeneity of variance are violated, effect size will be overestimated (Volker, 2006); therefore, caution should be used in interpreting and reporting the effect size measure.”
Meta-analysis in Second Language Research: Choices and Challenges (2010, background): “Even with SLAspecific norms in place for small, medium, and large effect sizes, what appears to be a numerically large effect for a particular treatment, research design, or population of interest may reflect a theoretically or practically small effect, and conversely, small effects can have very im”