The relationship between student characteristics and achievement does not differ significantly by academic area, cultural context, publication bias status, research quality, report type, or publication year¶

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · q3
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Six moderator variables showed non-significant differences in effect sizes (p = 0.09, 0.23, 0.32, 0.18, 0.74, and 0.195 respectively). → Erdem Cahit 2026

Evidence¶

Erdem Cahit 2026¶

Erdem Cahit, Kaya Metin, Polat Mustafa, Eğmir Eray. (2026). Thinking and feeling matter: a second-order meta-analysis of student characteristics across developmental domains and their effect on academic outcomes. BMC Psychology, 14, 919. https://doi.org/10.1186/s40359-026-05035-x

q3 · i? · quant-synthesis · r3

Moderator analyses across the 71-effect-size data set found no statistically significant differences for academic area, cultural context, publication bias status, research quality, report type, or publication year; equivalence was not tested. Only school level and characteristic type were significant moderators.

"Finally, the distribution of effect sizes did not differ significantly in terms of academic area, cultural context, publication bias status, research quality, research report type, and publication year variables (see Table 2, p = 0.09, p = 0.23, p = 0.32, p = 0.18, p = 0.74, and p = 195, respectively)."

Discussion¶

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