The Influence of Diagnostic Labels on the Evaluation of Students: a Multilevel Meta-Analysis
暂无分享,去创建一个
[1] W. Lenhard,et al. Here I sit, making men in my own image: how learning disorder labels affect teacher student’s expectancies , 2021, Current Psychology.
[2] Cathryn Knight. The impact of the dyslexia label on academic outlook and aspirations: An analysis using propensity score matching. , 2021, The British journal of educational psychology.
[3] C. Muller,et al. Equity or Marginalization? The High School Course-Taking of Students Labeled With a Learning Disability , 2021 .
[4] C. Curcio,et al. Stigma and anxiety disorders: A systematic review. , 2020 .
[5] L. Hedges,et al. Introduction to Meta‐Analysis , 2009, International Coaching Psychology Review.
[6] Luc J. Martin,et al. Systematic Review and Meta-Analysis of Self-Serving Attribution Biases in the Competitive Context of Organized Sport , 2019, Personality & social psychology bulletin.
[7] M. Cheung. A Guide to Conducting a Meta-Analysis with Non-Independent Effect Sizes , 2019, Neuropsychology Review.
[8] Debbie S. Ma,et al. Examining the Relationships Among Categorization, Stereotype Activation, and Stereotype Application , 2019, Personality & social psychology bulletin.
[9] Susan Luchars,et al. Publication manual of the American Psychological Association (7th ed.). , 2020 .
[10] Jaime Carrizosa-Moog,et al. Does public attitude change by labeling a person as epileptic, person with epilepsy or the acronym PWE? A systematic review , 2019, Seizure.
[11] Thomas Schäfer,et al. The Meaningfulness of Effect Sizes in Psychological Research: Differences Between Sub-Disciplines and the Impact of Potential Biases , 2019, Front. Psychol..
[12] Rebecca Y. M. Cheung,et al. Preservice teachers’ self-efficacy in managing students with symptoms of attention deficit/hyperactivity disorder: The roles of diagnostic label and students’ gender , 2019, Psychology in the Schools.
[13] Colleen M. Berryessa,et al. The Psychopathic “Label” and Effects on Punishment Outcomes: A Meta-Analysis , 2019, Law and human behavior.
[14] C. Cuttler,et al. Don’t Call Me Delusional: Stigmatizing Effects of Noun Labels on People With Mental Disorders , 2018, Stigma and Health.
[15] T. Meulemans,et al. Overdiagnosis of ADHD in boys: Stereotype impact on neuropsychological assessment , 2019, Applied neuropsychology. Child.
[16] Claire Wilson,et al. Education professionals’ attitudes towards the inclusion of children withADHD: the role of knowledge and stigma , 2018, Journal of Research in Special Educational Needs.
[17] Hristos Doucouliagos,et al. What Meta-Analyses Reveal About the Replicability of Psychological Research , 2018, Psychological bulletin.
[18] C. K. Kidder,et al. Sequential Stereotype Priming: A Meta-Analysis , 2018, Personality and social psychology review : an official journal of the Society for Personality and Social Psychology, Inc.
[19] C. Rubie-Davies,et al. A systematic review of the teacher expectation literature over the past 30 years , 2018 .
[20] A. Fox,et al. Conceptualizing and Measuring Mental Illness Stigma: The Mental Illness Stigma Framework and Critical Review of Measures , 2017, Stigma and health.
[21] Wim Van den Noortgate,et al. Methods for dealing with multiple outcomes in meta-analysis: a comparison between averaging effect sizes, robust variance estimation and multilevel meta-analysis , 2017 .
[22] Mark Assink,et al. Fitting three-level meta-analytic models in R: A step-by-step tutorial , 2016 .
[23] S. Kutcher,et al. A school mental health literacy curriculum resource training approach: effects on Tanzanian teachers’ mental health knowledge, stigma and help-seeking efficacy , 2016, International Journal of Mental Health Systems.
[24] D. Shifrer. Stigma and stratification limiting the math course progression of adolescents labeled with a learning disability , 2016 .
[25] J. Elliott,et al. The differential effects of labelling: how do ‘dyslexia’ and ‘reading difficulties’ affect teachers’ beliefs , 2015 .
[26] S. Maxwell,et al. Is psychology suffering from a replication crisis? What does "failure to replicate" really mean? , 2015, The American psychologist.
[27] Greg Roberts,et al. Meta-Analysis With Complex Research Designs , 2014, Review of educational research.
[28] Mike W-L Cheung,et al. Modeling dependent effect sizes with three-level meta-analyses: a structural equation modeling approach. , 2014, Psychological methods.
[29] S. Sheridan,et al. Impact of Children’s Identified Disability Status on Parent and Teacher Behavior Ratings , 2014 .
[30] A. Vlachou,et al. Do learning difficulties differentiate elementary teachers’ attributional patterns for students’ academic failure? A comparison between Greek regular and special education teachers , 2014 .
[31] D. Shifrer. Stigma of a Label , 2013, Journal of health and social behavior.
[32] Daniël Lakens,et al. Calculating and reporting effect sizes to facilitate cumulative science: a practical primer for t-tests and ANOVAs , 2013, Front. Psychol..
[33] Rebecca M. Callahan,et al. Equity or Marginalization? , 2013, American educational research journal.
[34] W. Van den Noortgate,et al. Three-level meta-analysis of dependent effect sizes , 2013, Behavior research methods.
[35] P. Corrigan,et al. Stigma and intellectual disability: potential application of mental illness research. , 2013, Rehabilitation psychology.
[36] J. Dalege,et al. The apple does not fall far from the tree, or does it? A meta-analysis of parent-child similarity in intergroup attitudes. , 2013, Psychological bulletin.
[37] F. Preckel,et al. Teachers' implicit personality theories about the gifted: an experimental approach. , 2013, School psychology quarterly : the official journal of the Division of School Psychology, American Psychological Association.
[38] M. Rothbart,et al. Abandoning a label doesn't make it disappear: The perseverance of labeling effects. , 2013, Journal of experimental social psychology.
[39] H. Beek. F1000Prime recommendation of False-positive psychology: undisclosed flexibility in data collection and analysis allows presenting anything as significant. , 2012 .
[40] Wim Van den Noortgate,et al. Three-level meta-analysis of dependent effect sizes , 2012, Behavior Research Methods.
[41] G. Francis. Publication bias and the failure of replication in experimental psychology , 2012, Psychonomic bulletin & review.
[42] Janine Kesterson. The effects of labeling and teacher knowledge of autism on attributions made about students with autism spectrum disorders , 2012 .
[43] E. Sonuga-Barke,et al. Annual research review: categories versus dimensions in the classification and conceptualisation of child and adolescent mental disorders--implications of recent empirical study. , 2012, Journal of child psychology and psychiatry, and allied disciplines.
[44] Anthony F Jorm,et al. Belief in the dangerousness of people with mental disorders: A review , 2012, The Australian and New Zealand journal of psychiatry.
[45] Leif D. Nelson,et al. False-Positive Psychology , 2011, Psychological science.
[46] M. Rothbart,et al. Category boundaries and category labels: When does a category name influence the perceived similarity of category members? , 2011 .
[47] S. Madon,et al. Self-fulfilling Prophecies: Mechanisms, Power, and Links to Social Problems , 2011 .
[48] Gary J. Duhon,et al. The Biasing Effects of Labels on Direct Observation by Preservice Teachers , 2011 .
[49] J. Ohan,et al. Teachers' and education students' perceptions of and reactions to children with and without the diagnostic label "ADHD". , 2011, Journal of school psychology.
[50] T. Devietti,et al. Potential Impact of ADHD With Stimulant Medication Label on Teacher Expectations , 2010, Journal of attention disorders.
[51] N. Leech,et al. Twice-Exceptional Learners: Effects of Teacher Preparation and Disability Labels on Gifted Referrals , 2010 .
[52] Wolfgang Viechtbauer,et al. Conducting Meta-Analyses in R with the metafor Package , 2010 .
[53] J. Whitley. Modelling the Influence of Teacher Characteristics on Student Achievement for Canadian Students with and without Learning Disabilities. , 2010 .
[54] C. Rubie-Davies. Teacher Expectations and Labeling , 2009 .
[55] J. Ohan,et al. Does knowledge about attention-deficit/hyperactivity disorder impact teachers' reported behaviors and perceptions? , 2008 .
[56] Thomas F. Pettigrew,et al. How does intergroup contact reduce prejudice? Meta‐analytic tests of three mediators , 2008 .
[57] E. Cauffman,et al. Juvenile psychopathy and judicial decision making: an empirical analysis of an ethical dilemma. , 2008, Behavioral sciences & the law.
[58] Daniel C. Murrie,et al. Diagnostic labeling in juvenile justice settings: Do psychopathy and conduct disorder findings influence clinicians? , 2007 .
[59] D. Eisenberg,et al. Perceptions of Academic Skills of Children Diagnosed With ADHD , 2007, Journal of attention disorders.
[60] P. Corrigan. How clinical diagnosis might exacerbate the stigma of mental illness. , 2007, Social work.
[61] W. Kritsonis,et al. Effects of Labeling Students "Learning Disabled": Emergent Themes in the Research Literature 1970 Through 2000 , 2007 .
[62] T. Rizzo,et al. Disability Labels Affect Physical Educators , 2006 .
[63] Patrick W. Corrigan,et al. Mental illness stigma: Concepts, consequences, and initiatives to reduce stigma , 2005, European Psychiatry.
[64] C. Moore,et al. Prevalence and Correlates of ADHD Symptoms in the National Health Interview Survey , 2005, Journal of attention disorders.
[65] Margarita Bianco. The Effects of Disability Labels on Special Education and General Education Teachers' Referrals for Gifted Programs , 2005 .
[66] Thomas A Trikalinos,et al. Early extreme contradictory estimates may appear in published research: the Proteus phenomenon in molecular genetics research and randomized trials. , 2005, Journal of clinical epidemiology.
[67] Daniel C. Murrie,et al. Psychopathy, Conduct Disorder, and Stigma: Does Diagnostic Labeling Influence Juvenile Probation Officer Recommendations? , 2005, Law and human behavior.
[68] M. Angermeyer,et al. Labeling—stereotype—discrimination , 2005, Social Psychiatry and Psychiatric Epidemiology.
[69] Lee Jussim,et al. Teacher Expectations and Self-Fulfilling Prophecies: Knowns and Unknowns, Resolved and Unresolved Controversies , 2005, Personality and social psychology review : an official journal of the Society for Personality and Social Psychology, Inc.
[70] W. Henn,et al. Psychological benefit of diagnostic certainty for mothers of children with disabilities: Lessons from Down syndrome , 2005, American journal of medical genetics. Part A.
[71] L. Abramson,et al. Is there a universal positivity bias in attributions? A meta-analytic review of individual, developmental, and cultural differences in the self-serving attributional bias. , 2004, Psychological bulletin.
[72] Patrick Onghena,et al. Multilevel Meta-Analysis: A Comparison with Traditional Meta-Analytical Procedures , 2003 .
[73] Guido Knapp,et al. Improved tests for a random effects meta‐regression with a single covariate , 2003, Statistics in medicine.
[74] Nelly Tournaki. Effect of Student Characteristics on Teachers' Predictions of Student Success , 2003 .
[75] N. Christiansen,et al. Effects of High-Incidence Disability Labels on the Expectations of Teachers, Peers, and College Students , 2003, Ethical Human Sciences and Services.
[76] R. DeShon,et al. Combining effect size estimates in meta-analysis with repeated measures and independent-groups designs. , 2002, Psychological methods.
[77] S. Crawford,et al. Factors Affecting Treatment Acceptability for Psychostimulant Medication versus Psychoeducational Intervention. , 2001 .
[78] S Duval,et al. Trim and Fill: A Simple Funnel‐Plot–Based Method of Testing and Adjusting for Publication Bias in Meta‐Analysis , 2000, Biometrics.
[79] Kay S. Bull,et al. Effects of diagnostic label, race, gender, educational placement, and definitional information on prognostic outlook for children with behavior problems , 1999 .
[80] J. Fox,et al. The effects of labeling bias on prognostic outlook for children as a function of diagnostic label and profession , 1998 .
[81] C. Dweck,et al. Stereotype formation and endorsement: The role of implicit theories. , 1998 .
[82] G. Smith,et al. Bias in meta-analysis detected by a simple, graphical test , 1997, BMJ.
[83] E. O'Hare,et al. How do Teachers React to Children Labeled as Sexually Abused? , 1997 .
[84] S. Moberg. Impact of Teachers' Dogmatism and Pessimistic Stereotype on the Effect of EMR-Class Label on Teachers' Judgments in Finland. , 1995 .
[85] C. Begg,et al. Operating characteristics of a rank correlation test for publication bias. , 1994, Biometrics.
[86] Robert A. Duke,et al. The Mental Retardation Label: Music Teachers' and Prospective Teachers' Expectations for Children's Social and Music Behaviors , 1994 .
[87] H. Hurt,et al. Prenatally Exposed to Cocaine , 1994 .
[88] Bryan L Hendricks,et al. Effects of Labeling and ADHD Behaviors on Peer and Teacher Judgments , 1993 .
[89] G. Prater,et al. Preschool Teachers' Expectations of Preschoolers Labeled Developmentally Delayed: A Pilot Study. , 1991 .
[90] S. Minner. Teacher Evaluations of Case Descriptions of LD Gifted Children , 1990 .
[91] S. Minner. Initial Referral Recommendations of Teachers toward Gifted Students with Behavioral Problems. , 1989 .
[92] Bruce G. Link,et al. A modified labeling theory approach to mental disorders : an empirical assessment , 1989 .
[93] R. Saudargas,et al. Teacher Evaluation Bias toward LD Children-Attenuating Effects of the Classroom Ecology , 1989 .
[94] P. Devine. Stereotypes and prejudice: Their automatic and controlled components. , 1989 .
[95] B. Weiss,et al. Influence of the Sexually Abused Label on Perceptions of a Child’s Failure , 1988 .
[96] M. Stanley,et al. Reacting to Mentally Retarded Persons: The Impact of Labels and Observed Behaviors , 1988 .
[97] S. Minner,et al. Referral and Placement Recommendations of Teachers toward Gifted Handicapped Children. , 1987 .
[98] S. Graham,et al. Effects of the Learning Disability Label, Quality of Writing Performance, and Examiner's Level of Expertise on the Evaluation of Written Products , 1987, Journal of learning disabilities.
[99] S. Graham,et al. Effects of Behavioral Disability Labels, Writing Performance, and Examiner’s Expertise on the Evaluation of Written Products , 1987 .
[100] F. Medway,et al. Teachers’ Expectations and Attributions for Student Achievement: Effects of Label, Performance Pattern, and Special Education Intervention , 1985 .
[101] Rebecca A. Williams,et al. Actions speak louder . . .: Effects of diagnostic labels and child behavior on perceptions of children. , 1985 .
[102] S. Minner,et al. College Teachers' Expectations of LD Students , 1984 .
[103] L. Johnson,et al. A Comparison of Label-Induced Expectancy Bias in Two Preservice Teacher Education Programs , 1984 .
[104] Stephen W. Raudenbush,et al. Magnitude of teacher expectancy effects on pupil IQ as a function of the credibility of expectancy induction: A synthesis of findings from 18 experiments. , 1984 .
[105] D. Macmillan,et al. Influence of the EMR label on initial expectations of regular-classroom teachers. , 1983, American journal of mental deficiency.
[106] S. Greenspan,et al. Influence of Personal Competence Profiles on Mainstreaming Recommendations of School Psychologists. , 1983 .
[107] R. Nelson,et al. The Effects of Special Education Labels on Teachers' Behavioral Observations, Checklist Scores, and Grading of Academic Work. , 1983 .
[108] Ronald L. Taylor. The Effects of Labels and Assigned Attributes on Teacher Perceptions of Academic and Social Behavior. , 1983 .
[109] S. Minner. Expectations of Vocational Teachers for Handicapped Students , 1982, Exceptional children.
[110] J. Weisz. Effects of the "mentally retarded" label on adult judgments about child failure. , 1981, Journal of abnormal psychology.
[111] G. Aloia,et al. Influence of a child's race and the EMR label on initial impressions of regular-classroom teachers. , 1981, American journal of mental deficiency.
[112] C. D. Fernald,et al. Diagnostic labels and perceptions of children's behavior , 1980 .
[113] J. Ysseldyke,et al. Classroom Teacher and Teacher‐in‐Training Susceptibility to Stereotypical Bias , 1980 .
[114] S. Pfeiffer. The influence of diagnostic labeling on special education placement decisions , 1980 .
[115] J. T. Neisworth,et al. Biasing of Hyperkinetic Behavior Ratings by Diagnostic Reports: Effects of Observer Training and Assessment Method , 1980, Journal of learning disabilities.
[116] G. Kedar-Voivodas,et al. Teachers' attitudes toward young deviant children. , 1979, Journal of educational psychology.
[117] D. Reschly,et al. Expectancy Effects of Labels: Fact or Artifact? , 1979, Exceptional children.
[118] S. Deno,et al. Learning Disabled and Emotionally Disturbed: Will the Labels Affect Teacher Planning?. , 1979 .
[119] Sam Kerman. Teacher Expectations and Student Achievement. , 1979 .
[120] T. S. Parish,et al. Stereotypes concerning normal and handicapped children. , 1979, The Journal of psychology.
[121] R. Rosenthal. The file drawer problem and tolerance for null results , 1979 .
[122] B. Algozzine,et al. The Learning Disabled Label as a Biasing Factor in the Visual Motor Performance of Normal Children , 1979, Journal of learning disabilities.
[123] N. Reppucci,et al. Meanings that professionals attach to labels for children. , 1978 .
[124] W. Jacobs. The Effect of the Learning Disability Label on Classroom Teachers' Ability Objectively to Observe and Interpret Child Behaviors , 1978 .
[125] L. J. Severance,et al. Effects of the label "mentally retarded" on causal explanations for success and failure outcomes. , 1977, American journal of mental deficiency.
[126] C. N. Rucker,et al. Labels and Teacher Expectations , 1977, Exceptional children.
[127] T. S. Parish,et al. Assessment and Attempted Modification of Future Teachers' Attitudes toward Handicapped Children , 1977, Perceptual and motor skills.
[128] G. Foster,et al. Teacher Reactions to the Label of Educable Mentally Retarded. , 1977 .
[129] J. McNamara,et al. Expectancy factors in behavioral observation , 1976 .
[130] B. Algozzine,et al. Modification of Biases Held by Teacher Trainees Toward the Disturbingness of Child Behaviors. , 1976 .
[131] D. Sabatino,et al. Teacher Expectancies and the Label “Learning Disabilities” , 1976 .
[132] James E. Ysseldyke,et al. Expectancy and halo effects as a result of artificially induced teacher bias , 1976 .
[133] G. Aloia. Effects of physical stigmata and labels on judgments of subnormality by preservice teachers. , 1975, Mental retardation.
[134] C. E. Meyers,et al. Effects of labeling as educable mentally retarded on teachers' expectancies for change in a student's performance. , 1975, Journal of educational psychology.
[135] J. Ysseldyke,et al. “I Wouldn't Have Seen it If I Hadn't Believed it” , 1975, Exceptional children.
[136] D. Herr. Camp Counseling with Emotionally Disturbed Adolescents , 1975, Exceptional children.
[137] J. T. Neisworth,et al. Biasing of hyperkinetic behavior ratings by diagnostic reports , 1974, Journal of abnormal child psychology.
[138] D. Macmillan. The Mentally Retarded Label: A Theoretical Analysis and Review of Research. , 1974 .
[139] J. Salvia,et al. Teacher Retention of Stereotypes of Exceptionality , 1973, Exceptional children.
[140] R. Rosenthal,et al. Pygmalion in the Classroom: Teacher Expectation and Pupils' Intellectual Development , 1968 .
[141] J. Harper,et al. Effects of Labels on Attitudes of Educators toward Handicapped Children , 1967, Exceptional children.
[142] S. Guskin. Measuring the strength of the stereotype of the mental defective. , 1963, American journal of mental deficiency.
[143] S. Guskin. The influence of labelling upon the perception of subnormality in mentally defective children. , 1962, American journal of mental deficiency.
[144] S. Guskin. The perception of subnormality in mentally defective children. , 1962, American journal of mental deficiency.
[145] W. G. Cochran. The combination of estimates from different experiments. , 1954 .