Systematic Review Of Empirical Research Research Articles

Let us expand this Western project by admitting diversity and enhancing rigor: A systematic review of empirical research on alternative economies

Research of alternative economies (AEs) has been portrayed as a mission of spreading visionary hopes for progressive change toward more sustainable and equitable economic systems. Despite its increasing popularity, it is less clear how it has been supported by empirical evidence. Therefore, we systematically searched for primary research studies on AEs (comprising alternative, diverse, community, or heterodox economies, and alternative food networks) published in recognized journals. We analyzed the patterns of the literature and characterized the examined AEs. We also overviewed methods and theories, and how the literature on AEs in the Global South conceptualizes both AEs and mainstream economic practices. We found that research of AEs has increased rapidly driven by an explosion of interest in alternative food networks. The published research of AEs has largely been a Western project signifying another example of the hierarchy of knowledge production. We argue that two general directions are worth to follow. First, the cultivation of empathy toward ontological diversity can make the research on AEs more pertinent to non-Western audience. Second, increased scope and epistemological rigor can make this research project more credible. We believe that these two directions can be followed without compromising the normative appeal of this scholarly programme.

Artificial intelligence in online higher education: A systematic review of empirical research from 2011 to 2020

Artificial intelligence in online higher education: A systematic review of empirical research from 2011 to 2020

Equilíbrio trabalho-família entre cuidadores de idosos: uma revisão sistemática

Abstract Introduction Active workers may experience role conflict when trying to reconcile work and caregiving activities with elderly family members. Objective To carry out a systematic review of empirical research on work-family balance among caregivers of the elderly. Method Scopus, PubMed, Scielo, BVS, Web of Science and PsycInfo databases were consulted to identify research published from 2015 to 2020. Results 20 articles were identified and categorized as follows: 1. Caregivers of elderly people with dementia and cancer; 2. Gender; 3. Sandwich Generation and Baby Boomers; and 4. Individual and collective coping strategies. It was highlighted that there are specificities in the work-family balance that can favor both positive and negative spillovers; therefore, they must be considered in the planning of individual and collective strategies. Conclusion In order to favor work-family balance, the choices between work and family responsibilities should be studied, as well as expanding this narrow framework through the analysis of aspects involving gender, biography, cultural norms, social values, economic aspects and political solutions available to these workers.

How relative performance information affects employee behavior: a systematic review of empirical research

PurposeThis paper provides an overview of the empirical findings on how relative performance information (RPI) affects employee behavior. Additionally, the review identifies future research opportunities based on a systematic analysis of the literature that incorporates findings across several disciplines and provides replicable, extensive coverage.Design/methodology/approachThis paper addresses a research gap via synthesis, drawing on the empirical literature identified and analyzed systematically. A conceptual framework is developed to integrate the studies.FindingsThe effect of RPI on performance through enhanced effort is positive; moreover, publicity and performance-dependent compensation strengthen the effect. However, RPI has also been found to increase sabotage among employees, and it can lead to less honest reporting. Future research could examine critical mediators and moderators of the RPI-performance relationship and thus complement the findings. Additionally, the effects of group-based RPI remain underrepresented. Future work could help to assess in greater detail how RPI interacts with culture and norms and whether RPI is due to personal expectations. There is also room for further research regarding the effects of RPI on cooperation, its consequences for learning, how it affects budgeting decisions and its implications for risk taking.Originality/valueThis paper presents the first literature review in the field of RPI. It provides synthesized knowledge about whether RPI is beneficial or detrimental to organizational performance.

Impact of insight and metacognition on vocational rehabilitation of individuals with severe mental illness: A systematic review.

Identifying specific insight and/or metacognitive measures predicting vocational outcomes would lead to a refinement of cognitive and behavioral assessment and treatment of people with severe mental illness. We conducted a systematic review of empirical research following preferred reporting items for systematic reviews and meta-analyses (PRISMA) guidelines. Studies published in PubMed and PsycINFO from January 1, 2000 to April 30, 2020 and including words referring to "vocational outcomes", "insight," and "metacognition" were screened. Twenty-eight studies were included, 19 assessing insight and 9 assessing metacognition and their relationships with vocational outcomes in patients with severe mental illness. Thirteen studies (68%) identified statistically significant relationships between insight scores and vocational outcomes. Five studies (56%) identified statistically significant relationships between metacognition scores or metacognitive training and vocational outcomes. The most common tools whose measures were significantly related to vocational outcomes were the Schedule for the Assessment of Insight, the Scale to assess Unawareness of Mental Disorder and the Metacognition Assessment Scale-Abbreviated. Insight and metacognition appeared to be related to the vocational outcomes of people with severe mental illness. However, due to the heterogeneity of variables used to operationalize insight, metacognition, and vocational outcomes, it was not possible to determine the overall effect of insight and metacognition. Nevertheless, assessment including the measures of insight and metacognition would be relevant in vocational rehabilitation centers and in centers providing care through employment. The literature lacks predictive models of employment variables including insight and metacognition, so further studies should address this. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Worker-related ageism: a systematic review of empirical research

AbstractWith the demographic and workforce ageing, ageism has been reflected in the work context. Ageism can be defined as stereotypes, prejudice and/or age-based discrimination. It is a form of devaluation and non-inclusion of workers, which materialises in a decent work deficit. It affects workers and organisations. The present literature review aims to provide a comprehensive and accurate picture of empirical research on worker-related ageism. We searched the wordageismin the title or abstract of articles indexed in the EBSCOhost and Web of Science. Fifty-eight peer-reviewed articles were retrieved (March 2020). Some of these articles report more than one empirical study. Thirty-two articles include quantitative design studies, 20 qualitative design, three mixed methods, two experimental and three instrument development and/or validation. The focus of the studies is mostly about negative ageism on older workers. The main findings present several facets of ageism and show different experiences, whether implicit or explicit. Ageism acts in a plurality of aspects, such as obstacles in the hiring process, employability and performance evaluation of older workers. We found research gaps such as determinants and interventions aiming at ageism prevention and proposed corresponding future research.

Cognitive Presence in Online Learning: A Systematic Review of Empirical Research from 2000 to 2019

This systematic review synthesized research on cognitive presence– the process of collaborative knowledge construction–in online learning to identify trends from two decades (2000 to 2019) of scholarship. A total of 30 articles on cognitive presence were analyzed to gain deeper understanding of the current state of research and identify the gaps in literature. The distribution of publishing years, countries, instructional setting, disciplines, research methods, data collection and data analysis methods, research topics and cognitive presence phases were reviewed. The review shows that the majority of the studies were carried out in higher education in the United States and Canada within the field of education. More than half of the studies used quantitative research methods, of which discussion transcripts were the prominent method for data collection and content analysis was used the most to analyze data. Research focus of these studies was mainly on instructional strategies and learning outcomes in the online courses. Among instructional strategies, reflection on practice, case-based learning, inquiry-based learning, and peer facilitation were most researched strategies. For learning outcomes, levels of cognitive presence (triggering, exploration, integration, and resolution), critical thinking, and interaction were examined the most. In addition, the frequency of students' contributions to online discussion were categorized using the Practical Inquiry Model and revealed that the highest contributions fell within the exploration and integration phases with a small percentage in triggering and resolution phases of cognitive presence. These results provide insights for educators, researchers, and instructional designers into the cognitive presence research trends to improve the quality of online learning.

A Systematic Review of Empirical Research on Transracial Adoption in South Africa

Abstract Transracial adoption is a relatively new and controversial practice in South Africa. We undertook a systematic review of empirical research by adhering to the preferred reporting items for systematic reviews and meta-analyses guideline. A comprehensive literature search was conducted on research, both peer-reviewed and unpublished academic work, between January 1991 and April 2021. We report on the scientific nature, rigour, quality and scope of studies of the items found and outline the themes which emerge from the empirical research. These include attitudes towards transracial adoption, the experiences of adoptive parents and transracial adoptees as well as recommendations for practice. Different theoretical paradigms, variable methodology, small sample sizes of poorly defined target groups impact negatively on comparability and generalisability of results. This research fails to engage with the specificities that might impact on successful outcomes for transracially adopted families and guide professional practice including post-adoption support. Developing this research field will require large-scale studies on the outcomes for transracial adoptees and adoptive families, and research using the comparable methodology and theoretical frameworks. Such research can guide local policies and practices in South Africa and will enhance the international research into transracial adoption.

The Relationship Between Yoga and Spirituality: A Systematic Review of Empirical Research.

ObjectiveBoth yoga practice and spirituality are associated with beneficial mental health outcomes. Within yoga research, however, spirituality is still a widely neglected area. The present systematic review aims to explore empirical studies, which do, in fact, investigate the relationship between yoga and spirituality in order to provide an overview and future directions for research on this topic. The review examines whether available empirical research supports an association between yoga practice and spirituality and, if so, which specific aspects of spirituality are associated with yoga practice.MethodsThe systematic review followed the PRISMA guideline (Prospero registration number: CRD42020155043). Empirical studies written in English, German, or Hungarian language were selected from a database search in Google Scholar, PsycINFO, and Science Direct. A total of 30 studies met the final inclusion criteria.ResultsAccording to the quantitative and qualitative studies reviewed, yoga practice seems to be positively associated with spirituality. This association concerns various aspects of spirituality, such as spiritual aspirations, a search for insight/wisdom, an integrative worldview, a sense of meaning and peace, faith, hope, compassion, and happiness within. To harness the potential spiritual benefits of yoga, regular practice appears to be essential. Yoga practitioners seem to have both physical and spiritual motives for practicing. At least in Western societies, however, physical intentions are more prevalent than spiritual ones. The meaning of spirituality for yoga practitioners is also discussed. Due to risk of bias of the majority of the reviewed studies, however, outcomes must be taken with caution.ConclusionYoga practice may be positively associated with several aspects of spirituality. For more evidence, further investigation of the topic is suggested. Particularly, we propose the inclusion of holistic forms of yoga practice and a comparison of Eastern and Western approaches to yoga.

A systematic review of empirical research on learning with3Dprinting technology

AbstractAlthough 3D printing (3DP) technology has become an increasingly popular educational tool in recent years, very little is known about the learning benefits of this technology. This systematic literature review synthesized empirical research on learning with 3DP in various educational settings, focusing on publication and study participants' characteristics, curriculum areas, research methodologies, instructional approaches, educational outcomes and benefits. A comprehensive survey of published and unpublished studies identified 78 empirical studies that met the inclusion criteria. In addition to positive effects on learning, 3DP facilitated innovative curriculum development and created opportunities for cross‐disciplinary research. The findings revealed five major trends in 3DP learning: (1) prepare a new generation of engineers, (2) democratize additive manufacturing technology and production, (3) support learning using low‐cost 3D printed learning aids, (4) produce assistive technologies, and (5) promote creativity and innovation. The review identifies critical gaps in the literature and offers suggestions for future research.

Immersive Technology to Teach Social Skills to Students with Autism Spectrum Disorder: a Literature Review

This study presents the findings of a systematic review of empirical research on the use of augmented reality (AR), virtual reality (VR), mixed reality (MR), and extended reality (XR) to present social skill instruction to school-age students with autism spectrum disorder (ASD). Forty-one articles met the inclusion criteria. Studies targeted relationship skills, emotion recognition, social awareness, cooperation, and executive functioning. The intervention caused statistical improvement in 15 of the 41 studies (37%). Practitioners, parents, and researchers reported significant improvement of social skills in 32 studies (83%). We suggest modifications to the technology and interventions within the technology which may increase statistical gains for students. We conclude with recommendations for researchers and practitioners implementing AR and VR delivered social skill interventions.

Socioeconomic disparities in obstructive sleep apnea: a systematic review of empirical research.

Considering socioeconomic status (SES) in the diagnosis of obstructive sleep apnea (OSA)will enhance our understanding of socioeconomic disparities in clinical practice of sleep medicine. This systematic review analyzes the relations betweenSES and OSA measures. Eleven articles were identified through thePubmed database. The National Institute of Health's Quality Assessment Tool for Observational Cohort and Cross-Sectional Studies was used to rate the quality of these studies. This systematic review revealed that associations between socioeconomic status and OSA measures are similar for both adults, children, and adolescents. Our findings showed that: (1) A lower SES is associated with an increased risk of OSA, both in adults and children/adolescents as well as for men and women. (2) Several studies assessed sleep outcomes with a single question, an approach that is unable to capture the multi-dimensionality and day-to-day variability of sleep in general or OSA in particular, (3) Low SES has detrimental effects on sleep health. (4) Sleep questionnaires are more commonlyused than objective measure to assess OSA. Interaction between SES and OSA must be better understood to improve current clinical guidelines. Living conditions influence the trajectory of OSA with unknown speed and for an, undetermined period, pointing to the need for more studies on this topic. Future work should identify the effect of SES on the development and progression of OSA, determine the effect of behavioral intervention and local public health programs to reduce social inequalities associated with OSA.

The Aboriginal voices project: findings and reflections

ABSTRACT Beginning in 2017, the Aboriginal Voices project brought together 14 researchers from 11 Australian universities to conduct the first systematic review of empirical research on Indigenous education. Collectively, the project has now reviewed more than 13 000 publications in 10 areas that address the experiences and achievements of Aboriginal and Torres Strait Islander learners in schooling. As a result of these reviews, we can critically engage with claims about “what works” and what doesn’t, what enjoys a burden of proof and what doesn’t. Beyond the weight of evidence however, this work allows us to clarify that what counts as knowledge, what counts as success, and what counts as proof, which are rarely defined by Indigenous people. The project allows us to make some claims about what is working well: where teachers are supported to engage in robust professional learning, and families and communities are meaningfully involved in the life of schools and decision-making, outcomes for Indigenous students improve. Yet we find there is still some distance between practice and perceptions of practice, between mapping cause and effect, and between the aspirations of Indigenous students and families, and the ability of settler colonial education systems to meet those aspirations.

Socioeconomic status and sleep disturbances among pediatric population: a continental systematic review of empirical research.

To this day, no consensus has been established on the definition and the conceptualization of the socioeconomic status (SES), since all the available studies on the relation between SES and health did not use the same conceptual framework and operationalization to assess SES. While literature reported that SES markers (such as income, social support networks, education, employment or occupation) influence the health of populations by shaping living conditions; empirical research does not tell us which SES markers affect more strongly the sleep components of the individuals, as well as which sleep disorders (SD) are affected and how. Even though several original studies have tried to assess how changes in socioeconomic status of parents may affect the psychosocial environment and mental health of an individual directly or through his community, no systematic reviews on the influence of SES on children’s sleep are available. This systematic review make an update on the different measures of SES and sleep disturbances used for pediatric population across the different regions of the world. Recommendations for a future standardization of SES measures is proposed, for a better understanding of its influence on sleep disturbances.

Immersive virtual reality in K‐12 and higher education: A 10‐year systematic review of empirical research

AbstractImmersive Virtual Reality (IVR) systems offer several learning affordances, that is, characteristics that can elicit learning behaviors promoting learning outcomes in educational contexts. In particular, the immersive and interactive properties of these systems represent a strong opportunity to support the effective learning experiences. The present review aims at mapping IVR systems’ use in K‐12 and higher educational contexts and investigating their effectiveness in facilitating learning in terms of knowledge attainment and retention and motivational outcomes. The synthesis of the reviewed studies (n = 18) show that IVR can support a number of activities and experiences that in turn improve learning and motivate students to fulfill educational goals by eliciting their interest and engagement with the learning materials. The main advantage of IVR seems related to the possibility for users to have first‐hand experiences that would not be possible in the real world, simultaneously offering unique opportunities for experiential and situated learning, as well as promoting students’ motivation and engagement. Despite the promising findings, the reviewed studies present several methodological flaws: non‐randomized trials, small sample sizes, unbalanced samples and non‐validated measures. This in turn makes it difficult to generalize from these results. Future research is needed to investigate the unique opportunities of IVR in education. Practitioner NotesWhat is already known about this topic? There is an increasing use of immersive virtual reality (IVR) in different fields, including education. Experiences in IVR promote sense of presence, sense of embodiment, while supporting attentional and emotional engagement. What this paper adds? The paper outlines the learning affordances of IVR both at cognitive and affective level. The results of our systematic review show that IVR is a promising technology that can positively influence the students’ learning achievements and motivation to learn. The paper presents also a critical analysis of the included papers, which results in recommendation for future research and practice. Implication for practice and/or policy. The paper makes evidence‐based recommendations for teachers as well as researchers in the field. It introduces affordable and easy‐to‐use devices that meet the affordances of IVR for improving learning.

Assessing learning in technology-rich maker activities: A systematic review of empirical research

Maker activities are drawing increasing attention in the field of science, technology, engineering and mathematics (STEM) education. Researchers have developed various assessments for maker activities to examine students' learning outcomes. However, a systematic review of research on such assessments is lacking. To fill this gap, we reviewed empirical studies on maker-based assessments in education. We systematically examined 60 studies regarding the overall features of the maker activities, the learning outcomes that were measured, the assessment formats, and the psychometric evidence of the assessments. Our review results indicate that more than 20 types of maker platforms have been employed in the activities, with e-textiles and LilyPad Arduino being the most popular. Five types of assessment tools have been used prevalently to examine students' diverse learning outcomes, specifically artifact assessments, tests, surveys, interviews, and observations. Most assessments are used in STEM-related maker activities, especially technology-centric activities, to measure STEM-related learning outcomes. Only 15% of the studies provide psychometric evidence of reliability and validity for the assessments. Based on the findings, we provide suggestions for future research which include developing more low-tech maker activities for students in lower-grades and with lower technology proficiency. In addition, future studies should improve rubrics for artifact assessment and explore more assessment tools for non-STEM subjects.

Writing Motivation in School: a Systematic Review of Empirical Research in the Early Twenty-First Century

Motivation is a catalyst of writing performance in school. In this article, we report a systematic review of empirical studies on writing motivation conducted in school settings, published between 2000 and 2018 in peer-reviewed journals. We aimed to (1) examine how motivational constructs have been defined in writing research; (2) analyze group differences in writing motivation; (3) unveil effects of motivation on writing performance; (4) gather evidence on teaching practices supporting writing motivation; and (5) examine the impact of digital tools on writing motivation. Through database and hand searches, we located 82 articles that met eligibility criteria. Articles were written in English, focused on students in grades 1–12, and included at least one quantitative or qualitative measure of writing motivation. Across the 82 studies, 24 motivation-related constructs were identified. In 46% of the cases, these constructs were unclearly defined or not defined. Studies showed that overall girls were more motivated to write than boys. Most studies indicated moderate positive associations between motivation and writing performance measures. Authors also examined how students’ writing motivation was influenced by teaching practices, such as handwriting instruction, self-regulated strategy development instruction, and collaborative writing. Digital tools were found to have a positive effect on motivation. Based on this review, we suggest that to move the field forward, researchers need to accurately define motivational constructs; give further attention to understudied motivational constructs; examine both individual and contextual factors; conduct longitudinal studies; identify evidence-based practices that could inform professional development programs for teachers; and test long-term effects of digital tools.

How do clinical psychologists make ethical decisions? A systematic review of empirical research

Given the nature of the discipline, it might be assumed that clinical psychology is an ethical profession, within which effective ethical decision-making is integral. How then, does this ethical decision-making occur? This paper describes a systematic review of empirical research addressing this question. The paucity of evidence related to this question meant that the scope was broadened to include other professions who deliver talking therapies. This review could support reflective practice about what may be taken into account when making ethical decisions and highlight areas for future research. Using academic search databases, original research articles were identified from peer-reviewed journals. Articles using qualitative ( n = 3), quantitative ( n = 8) and mixed methods ( n = 2) were included. Two theoretical models of aspects of ethical decision-making were identified. Areas of agreement and debate are described in relation to factors linked to the professional, which impacted ethical decision-making. Factors relating to ethical dilemmas, which impacted ethical decision-making, are discussed. Articles were appraised by two independent raters, using quality assessment criteria, which suggested areas of methodological strengths and weaknesses. Comparison and synthesis of results revealed that the research did not generally pertain to current clinical practice of talking therapies or the particular socio-political context of the UK healthcare system. There was limited research into ethical decision-making amongst specific professions, including clinical psychology. Generalisability was limited due to methodological issues, indicating avenues for future research.

Systematic review of the hospice performance literature.

Hospice is the key provider of end-of-life care to patients. As the number of U.S. hospice agencies has rapidly increased, the performance has been scrutinized more deeply. To foster understanding of how hospice performance is measured and what factors are associated with performance, we conducted a systematic review of empirical research on hospice performance in the United States. Both structure-process-outcome and structure-conduct-performance frameworks were applied to categorize and summarize the hospice performance literature. A total of 36 studies were included in the systematic review. Hospice agencies adopted different strategies (e.g., service provision strategy and staffing strategy) to improve performance. Two strategic approaches (innovation and volunteer usage) were associated with better outcomes. Hospice organizational factors, market environment, and patient characteristics were related to hospice strategic conduct and performance. Majority of hospice performance studies have examined the relationship between hospice structure and strategic conduct/process, with fewer studies focusing on structure performance and even fewer concentrating on strategy performance. Patient, organizational, and market factors are associated with hospice strategic conduct and performance. The majority of the literature considered the impact of hospice organizational characteristics, whereas only a few studies included patient and market factors. The summarization of factors that may influence hospice performance provides insight to different stakeholders.

Peer feedback as assessment practice in doctoral programs: a systematic review of empirical research

Within the broad debate on the use of feedback in Higher Education, peer assessment represents a practice that facilitates student learning through interaction and the promotion of autonomy.Starting from the definition of assessment practice – which fits into the broader theoretical framework of the balanced assessment system – the use of peer feedback is analyzed in light of the model we have called AsOFAL (Assessment Of, For, As Learning) and within the context of the research doctorate.The contribution presents a qualitative synthesis of research related to the use of feedback as a practical assessment of students’ learning in the research doctorate, with particular reference tothe use of peer feedback. The identification and synthesis of the research was conducted through a systematic review. 11,829 contributions were extracted without time constraints from the query of several aggregators and databases (ProQuest, Scopus, Web of Science, EBSCO). 15 contributions were included in the analysis by means of a text-mining work following a selection of inclusion / exclusion criteria and critical assessment. The analysis of the literature, selected on the basis of contextual and methodological criteria, allowed the elaboration of a first mapping. The impact of the use of this assessment practice and the possible areas of development are henceforth defined.