Meta-analytic Path Analyses Research Articles

Intuitive eating and its psychological correlates: A meta-analysis.

Intuitive eating is an adaptive style of eating that has generated significant research attention. Theoretically, intuitive eating is a core construct that features prominently in the Acceptance Model of Intuitive Eating, a framework that explains how positive environmental influences can foster intuitive eating practices via body appreciation. Empirically, intuitive eating has been connected to a broad range of adaptive mental health indices. At present, a quantitative synthesis of intuitive eating and its correlates has yet to be conducted. This was the objective of the current meta-analysis. Ninety-seven studies (89% cross-sectional) were included. Random effects meta-analyses were conducted on 23 psychological correlates, divided into three clusters: eating behavior and body image disturbances, positive body image and other adaptive factors, and general psychopathology. Meta-analytic path analyses were also computed to test the validity of the Acceptance Model. Intuitive eating was inversely associated with multiple indices of eating pathology, body image disturbances, and psychopathology (rs = -.23 to -.58). Intuitive eating was positively associated with numerous positive psychological constructs, such as positive body image, self-esteem, and wellbeing (rs = .20 to .58). Men reported higher levels of intuitive eating than women (d = 0.39), with differences being largest in Caucasian samples. Meta-analytic path analyses strongly supported the hypothesized pathways specified in the Acceptance Model of Intuitive Eating. There is a strong evidence base for intuitive eating's connection to numerous adaptive psychological constructs. Attention should now shift toward prospective and experimental designs so that the temporal nature of these relationships can be identified.

A meta-analysis of autonomous and controlled forms of teacher motivation

Self-determination theory (SDT) is one of the most extensively applied frameworks to understand relations involving autonomous and controlled motivations in educational settings. However, a cumulative assessment of SDT's predictive validity for important teacher outcomes has never been conducted. Our study presents an analysis of the antecedents and consequences of autonomous and controlled teacher motivation by drawing on an overall database of 1117 correlation coefficients across 102 independent samples. Regarding antecedents, psychometric meta-analysis results indicate that workplace context and individual difference variables were generally positively and negatively associated with autonomous and controlled teacher motivation, respectively. Similar results were observed for relations involving basic need satisfaction and both forms of teacher motivation. Regarding outcomes, results indicate that autonomous teacher motivation is positively associated with teacher well-being, job satisfaction, and autonomy-supportive in-role functioning and negatively associated with teacher distress and burnout. In contrast, results for controlled teacher motivation were generally in the opposite direction. Exploratory moderator analyses showed that results were generally not moderated by educational setting or the type of teaching occupation, but some associations were moderated by teacher age and career tenure. Meta-analytic path analyses further showed that teachers' psychological need satisfaction was associated with teacher well-being, distress, and autonomy-supportive teaching indirectly through autonomous motivation. Substantially attenuated indirect effects were observed when controlled teacher motivation was the intervening variable. Overall, our results add credence to the claim that SDT may offer a fruitful perspective for predicting teacher- and student-related outcomes. Limitations, implications, and recommendations for future research are discussed.

Predictors of science, technology, engineering, and mathematics choice options: A meta-analytic path analysis of the social-cognitive choice model by gender and race/ethnicity.

We tested the interest and choice portion of social-cognitive career theory (SCCT; Lent, Brown, & Hackett, 1994) in the context of science, technology, engineering, and mathematics (STEM) domains. Data from 143 studies (including 196 independent samples) conducted over a 30-year period (1983 through 2013) were subjected to meta-analytic path analyses. The interest/choice model was found to fit the data well over all samples as well as within samples composed primarily of women and men and racial/ethnic minority and majority persons. The model also accounted for large portions of the variance in interests and choice goals within each path analysis. Despite the general predictive utility of SCCT across gender and racial/ethnic groups, we did find that several parameter estimates differed by group. We present both the group similarities and differences and consider their implications for future research, intervention, and theory refinement. (PsycINFO Database Record

The common sense model of self-regulation: Meta-analysis and test of a process model.

According to the common-sense model of self-regulation, individuals form lay representations of illnesses that guide coping procedures to manage illness threat. We meta-analyzed studies adopting the model to (a) examine the intercorrelations among illness representation dimensions, coping strategies, and illness outcomes; (b) test the sufficiency of a process model in which relations between illness representations and outcomes were mediated by coping strategies; and (c) test effects of moderators on model relations. Studies adopting the common-sense model in chronic illness (k = 254) were subjected to random-effects meta-analysis. The pattern of zero-order corrected correlations among illness representation dimensions (identity, consequences, timeline, perceived control, illness coherence, emotional representations), coping strategies (avoidance, cognitive reappraisal, emotion venting, problem-focused generic, problem-focused specific, seeking social support), and illness outcomes (disease state, distress, well-being, physical, role, and social functioning) was consistent with previous analyses. Meta-analytic path analyses supported a process model that included direct effects of illness representations on outcomes and indirect effects mediated by coping. Emotional representations and perceived control were consistently related to illness-related and functional outcomes via, respectively, lower and greater employment of coping strategies to deal with symptoms or manage treatment. Representations signaling threat (consequences, identity) had specific positive and negative indirect effects on outcomes through problem- and emotion-focused coping strategies. There was little evidence of moderation of model effects by study design, illness type and context, and study quality. A revised process model is proposed to guide future research which includes effects of moderators, individual differences, and beliefs about coping and treatment. (PsycINFO Database Record

Using meta-analytic path analysis to test theoretical predictions in health behavior: An illustration based on meta-analyses of the theory of planned behavior

ObjectiveSynthesizing research on social cognitive theories applied to health behavior is an important step in the development of an evidence base of psychological factors as targets for effective behavioral interventions. However, few meta-analyses of research on social cognitive theories in health contexts have conducted simultaneous tests of theoretically-stipulated pattern effects using path analysis. We argue that conducting path analyses of meta-analytic effects among constructs from social cognitive theories is important to test nomological validity, account for mediation effects, and evaluate unique effects of theory constructs independent of past behavior. We illustrate our points by conducting new analyses of two meta-analyses of a popular theory applied to health behaviors, the theory of planned behavior. MethodWe conducted meta-analytic path analyses of the theory in two behavioral contexts (alcohol and dietary behaviors) using data from the primary studies included in the original meta-analyses augmented to include intercorrelations among constructs and relations with past behavior missing from the original analysis. ResultsFindings supported the nomological validity of the theory and its hypotheses for both behaviors, confirmed important model processes through mediation analysis, demonstrated the attenuating effect of past behavior on theory relations, and provided estimates of the unique effects of theory constructs independent of past behavior. ConclusionsOur analysis illustrates the importance of conducting a simultaneous test of theory-stipulated effects in meta-analyses of social cognitive theories applied to health behavior. We recommend researchers adopt this analytic procedure when synthesizing evidence across primary tests of social cognitive theories in health.

The chicken or the egg? A meta-analysis of panel studies of the relationship between work-family conflict and strain.

Does work-family conflict predict strain, does strain predict work-family conflict, or are they reciprocally related? To answer these questions, we used meta-analytic path analyses on 33 studies that had repeatedly measured work interference with family (WIF) or family interference with work (FIW) and strain. Additionally, this study sheds light on whether relationships between WIF/FIW and work-specific strain support the popular cross-domain perspective or the less popular matching perspective. Results showed reciprocal effects; that is, that WIF predicted strain (β = .08) and strain predicted WIF (β = .08). Similarly, FIW and strain were reciprocally related, such that FIW predicted strain (β = .03) and strain predicted FIW (β = .05). These findings held for both men and women and for different time lags between the 2 measurement waves. WIF had a stronger effect on work-specific strain than did FIW, supporting the matching hypothesis rather than the cross-domain perspective.

Maternal personality and psychopathology as determinants of parenting behavior: A quantitative integration of two parenting literatures.

A substantial literature has examined the association between parenting behavior and maternal psychological characteristics (i.e., personality and psychopathology). Although research has provided evidence indicating that personality and psychopathology are not independent of one another, parenting research has mainly focused on these characteristics separately. In the present study, I quantitatively integrated these literatures through meta-analytic path analysis. First, meta-analyses were conducted on articles, book chapters, and dissertations that examined associations between personality or psychopathology and warmth or control in mothers of children age 12 months or older. Using mixed-effects regression, meta-analyses revealed significant, small effect sizes suggesting that low levels of neuroticism and psychopathology and high levels of agreeableness, extraversion, and conscientiousness were associated with adaptive parenting. Moderator analyses indicated that variability among individual studies was partially explained by report method, study design, and conceptualizations of parenting behavior. Meta-analytic path analyses showed that the observed associations between maternal personality/psychopathology and parenting behaviors as reported in the literature may be explained by variance shared among these psychological characteristics. Furthermore, some maternal psychological characteristics explained a significantly larger portion of variance in parenting behavior than others. Findings supported the proposal that maternal personality and psychopathology are not independent in the associations they demonstrate with parenting behaviors and that these areas of research can be integrated. The present study is limited by including only mothers, excluding infants, and using cross-sectional analyses. However, results have implications for future conceptualizations of maternal psychological characteristics as determinants of parenting behaviors and for the refinement of parenting interventions.

The Stigma of Affirmative Action: A Stereotyping-Based Theory and Meta-Analytic Test of the Consequences for Performance

Affirmative action plans (AAPs) are designed to facilitate workplace success for members of the groups they target (e.g., women, ethnic minorities), yet may have the ironic effect of stigmatizing AAP targets and, in turn, decreasing their performance outcomes. Prior work has focused on the stigma of incompetence as the primary mechanism that links AAPs to performance; however, the broader social psychological literature suggests that additional mechanisms may also play a role. We use stereotyping theories to develop a more comprehensive model of the pathways through which AAPs limit targets’ performance outcomes. Drawing from the stereotype content model, we propose that the negative effect of AAPs on others’ evaluations of targets’ performance is driven by perceptions of incompetence and low warmth. Drawing from stereotype threat theory, we propose that the negative effect of AAPs on targets’ self-evaluated and objective performance is driven by perceptions of low self-competence, negative state affect, and perceived stereotyping by others. Meta-analytic path analyses support our hypotheses. Our theory and findings demonstrate that multiple mechanisms explain the negative consequences of AAPs for targets’ performance outcomes, highlight differences in reactions to AAP targets by others versus the self, and provide insight into preventing the unintended negative effects of AAPs.

Testing the choice model of social cognitive career theory across Holland themes: A meta-analytic path analysis

Social cognitive career theory (SCCT; Lent, Brown, & Hackett, 1994) seeks to explain the factors that shape educational and vocational interests and choices. We used meta-analytic path analyses to synthesize data (from 1981 to 2008) relevant to SCCT’s interest and choice hypotheses, organizing the literature according to Holland’s (1997) broad occupational themes. Sufficient data were available to test (a) a 6-variable version of the interest/choice model in the Realistic, Investigative, and Enterprising themes, and (b) a 4-variable version of the model in the Artistic, Social, and Conventional themes. Analyses of both model versions were generally consistent with theoretical expectations. However, tests of the 6-variable model indicated better support for representing the pathways from contextual variables to choice goals as being partially mediated by self-efficacy and outcome expectations rather than as producing only direct linkages to goals. We consider implications of the findings for theory, research, and SCCT-based interventions.

Intervention effects on college performance and retention as mediated by motivational, emotional, and social control factors: Integrated meta-analytic path analyses.

Using both organizational and educational perspectives, the authors proposed and tested theoretical models on the mediating roles that psychosocial factors (PSFs; motivational, emotional, and social control factors) play between college interventions (academic skill, self-management, socialization, and First-Year-Experience interventions) and college outcomes (academic performance and retention). They first determined through meta-analysis of 404 data points the effects of college interventions on college outcomes and on PSFs. These meta-analytic findings were then combined with results from S. B. Robbins et al.'s (2004) meta-analysis to test the proposed models. Integrated meta-analytic path analyses showed the direct and indirect effects (via PSFs) of intervention strategies on both performance and retention outcomes. The authors highlight the importance of both academic skill and self-management-based interventions; they also note the salience of motivational and emotional control mediators across both performance and retention outcomes. Implications from organizational and educational perspectives, limitations, and future directions are addressed.

Toward an integrative theory of training motivation: a meta-analytic path analysis of 20 years of research.

This article meta-analytically summarizes the literature on training motivation, its antecedents, and its relationships with training outcomes such as declarative knowledge, skill acquisition, and transfer. Significant predictors of training motivation and outcomes included individual characteristics (e.g., locus of control, conscientiousness, anxiety, age, cognitive ability, self-efficacy, valence, job involvement) and situational characteristics (e.g., climate). Moreover, training motivation explained incremental variance in training outcomes beyond the effects of cognitive ability. Meta-analytic path analyses further showed that the effects of personality, climate, and age on training outcomes were only partially mediated by self-efficacy, valence, and job involvement. These findings are discussed in terms of their practical significance and their implications for an integrative theory of training motivation.