A Comprehensive Review of Effect Size Reporting and Interpreting Practices in Academic Journals in Education and Psychology.

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Perceived fit and satisfaction on web learning performance: IS continuance intention and task-technology fit perspectives (2012, result): “Comparing the proposed research model with the modified one with new findings, the direct links between PF to PIL and SA to PIL significantly increase the explanatory power (the value of R(2)) (Sun et al., 2010) of PIL by an additional 14%.”
Impact of Small-Group Tutoring Interventions on the Mathematical Problem Solving and Achievement of Third-Grade Students With Mathematics Difficulties (2013, background): “As Sun, Pan, and Wang (2010) argued, given the sometimes conflicting p value and effect size, “reporting effect size becomes extremely important for both statistically significant and nonsignificant tests” (p. 991).”
Cliff's Delta Calculator: A non-parametric effect size program for two groups of observations (2010, methodology): “…the American Psychological Association have also recommended its systematic inclusion in statistical analyses as a standard methodological procedure (American Psychological Association, 2001; Hunter & Schmidt, 2004; Sun, 2008; Thompson, 1998; Wilkinson & Task Force on Statistical Inference, 1999).”