98 research outputs found
A Negative Effect of a Contractive Pose is not Evidence for the Positive Effect of an ExpansivePose: Comment on Cuddy, Schultz, and Fosse (2018)
No full textCuddy,Schultz and Fosse (2018) present the results of p-curve analyses that are interpreted as providing "clear evidential value for power posing effects”. This commentary highlights that the vast majority of the studies included in the p-curve analyses were not designed in a way that could speak to the efficacy of power poses relative to a normal or neutral pose. Further, I discuss how the few studies that were designed to shed light on this issue indicate that any overall effect of physical pose on feelings of power, emotions, affect, and self-evaluations is almost entirely due to the negative effect of a contractive pose and not any positive effect of expansive power poses.This is a pre-print made available through PsyArXiv [doi: 10.31234/osf.io/gj26m] as Crede, M., A Negative Effect of a Contractive Pose is not Evidence for the Positive Effect of an Expansive Pose: Comment on Cuddy, Schultz, and Fosse (2018); PsyArXiv Preprints. </p
Marcus Crede's Quick Files
No full textThe Quick Files feature was discontinued and it’s files were migrated into this Project on March 11, 2022. The file URL’s will still resolve properly, and the Quick Files logs are available in the Project’s Recent Activity
Marcus Crede's Quick Files
No full textThe Quick Files feature was discontinued and it’s files were migrated into this Project on March 11, 2022. The file URL’s will still resolve properly, and the Quick Files logs are available in the Project’s Recent Activity
Questionable Research Practices when Using Confirmatory Factor Analysis
No full textPurpose The purpose of this paper is to describe common questionable research practices (QRPs) engaged in by management researchers who use confirmatory factor analysis (CFA) as part of their analysis.
Design/methodology/approach The authors describe seven questionable analytic practices and then review one year of journal articles published in three top-tier management journals to estimate the base rate of these practices.
Findings The authors find that CFA analyses are characterized by a high base rate of QRPs with one practice occurring for over 90 percent of all assessed articles.
Research limitations/implications The findings of this paper call into question the validity and trustworthiness of results reported in much of the management literature.
Practical implications The authors provide tentative guidelines of how editors and reviewers might reduce the degree to which the management literature is characterized by these QRPs.
Originality/value This is the first paper to estimate the base rate of six QRPs relating to the widely used analytic tool referred to as CFA in the management literature.This accepted article is published as Crede, M., Questionable Research Practices when Using Confirmatory Factor Analysis, Journal of Managerial Psychology. 2018, 34(1); 18-30. DOI: 10.1108/JMP-06-2018-0272. Posted with permission. </p
The generalizability of transformational leadership across cultures: a meta-analysis
No full textPurpose The purpose of this paper is to investigate whether the effectiveness of transformational leadership behaviors are moderated by a country’s cultural values and cultural practices.
Design/methodology/approach The authors describe a meta-analytic review of the relationship between transformational leadership and employee performance (task performance and OCBs) using data from over 57,000 individuals, 215 samples and 34 countries. The authors examine whether this relationship is moderated by the cultural values and practices of the country in which the study was located – after first controlling for methodological factors.
Findings The authors find that cultural values and practices moderate the transformational leadership – employee performance relationship such that the relationship is much stronger in countries whose culture is incongruent with transformational leadership.
Research limitations/implications Data were only available for 34 countries and it is unclear what role industry type and job type play in determining transformational leadership effectiveness or if these situational variables are confounded with culture. The findings call into question the generalizability of transformational leadership across countries and cultures.
Practical implications The findings suggest that the value of transformational leadership behaviors may be limited in developed economies such as Western Europe and North America, while transformational leadership is most effective in Africa, the Middle East, South America and parts of Southeast Asia.
Originality/value This is the first paper to examine the generalizability of transformational leadership across 34 countries and is by far the largest review ever conducted into the relationship between transformational leadership and subordinate performance.This article is published as Marcus Crede, Jaehee Jong, Peter Harms, (2019) "The generalizability of transformational leadership across cultures: a meta-analysis", Journal of Managerial Psychology, DOI: 10.1108/JMP-11-2018-0506. Posted with permission. </p
Regarding Class Quizzes: a Meta-analytic Synthesis of Studies on the Relationship Between Frequent Low-Stakes Testing and Class Performance
No full textWe present the results of a meta-analytic synthesis of the literature on the association between the use of frequent low-stakes quizzes in real classes and students’ academic performance in those classes. Data from 52 independent samples from real classes (N = 7864) suggests a moderate association of d = .42 between the use of quizzes and academic performance. Effects are even stronger in psychology classes (d = .47) and when quiz performance contributed to class grades (d = .51). We also find that performance on quizzes is strongly correlated with academic performance (k = 19, N = 3814, r = .57) such that quiz performance is relatively strongly predictive of later exam performance. We also found that the use of quizzes is associated with a large increase in the odds of passing a class (k = 5, N = 1004, odds ratio = 2.566).This accepted article is published as Sotola, L.K., Crede, M. Regarding Class Quizzes: a Meta-analytic Synthesis of Studies on the Relationship Between Frequent Low-Stakes Testing and Class Performance. Educational Psychology Review (2020). https://doi.org/10.1007/s10648-020-09563-9. Posted with permission. </p
What Shall We Do About Grit? A Critical Review of What We Know and What We Don’t Know
No full textGrit is a construct that is widely studied by educational researchers and that has generally been enthusiastically received by educational practitioners. This essay highlights that many of the core claims about grit have either been unexamined or are directly contradicted by the accumulated empirical evidence. Specifically, there appears to be no reason to accept the combination of perseverance and passion for long-term goals into a single grit construct, nor is there any support for the claim that grit is a particularly good predictor of success and performance in an educational setting or that grit is likely to be responsive to interventions. I describe avenues for future research on grit that may help to clarify if grit can contribute to our understanding of success and performance. These avenues include examinations of possible configural relationships between passion and perseverance, whether grit or grit facets represent necessary but not sufficient conditions for performance, interactions between ability and either grit or the facets of grit in the prediction of performance, possible polynomial relationships between grit or grit facets and performance, and improvements in the manner in which grit is assessed. Alternative predictors of performance that are more strongly related to success and performance and that may be more responsive to interventions are also discussed.This article is published as Marcus Credé, What Shall We Do About Grit? A Critical Review of What We Know and What We Don’t Know. Educational Researcher ; September 18, 2018. DOI: 10.3102/0013189X18801322. Posted with permission.</p
A Negative Effect of a Contractive Pose is not Evidence for the Positive Effect of an Expansive Pose: Comment on Cuddy, Schultz, and Fosse (2018)
No full textCuddy, Schultz and Fosse (2018) present the results of p-curve analyses that are interpreted as providing "clear evidential value for power posing effects”. This commentary highlights that the vast majority of the studies included in the p-curve analyses were not designed in a way that could speak to the efficacy of power poses relative to a normal or neutral pose. Further, I discuss how the few studies that were designed to shed light on this issue indicate that any overall effect of physical pose on feelings of power, emotions, affect, and self-evaluations is almost entirely due to the negative effect of a contractive pose and not any positive effect of expansive power poses
Formação em contexto dos professores de educação infantil: Programa MAIS PAIC na CREDE 3
No full textThe management case presented highlights the context training of Early Childhood Education teachers promoted through the Learning at the Right Age Program, MAIS PAIC, developed by the state of Ceará in collaboration with CREDE 3 counties. The problem’s choice dialogues with the professional and academic trajectories of the author as well as with the current role played by her of technical and regional trainer in the Education Axis of the Cooperation Cell with the counties (CECOM) at CREDE 3, which accompanies and provides technical-pedagogical advice through the MAIS PAIC program to the counties of Acaraú, Itarema, Cruz, Bela Cruz, Marco, Jijoca de Jericoacoara and Morrinhos, where the research was done. The mobilizing question was: What are the challenges and possibilities of the continued education in service offered to teachers working in Early Childhood Education promoted by MAIS PAIC’s Early Childhood Education Axis in CREDE 3 counties? The investigation considered the development of training actions from the perspective of local management based on the design proposed by the Program and has the general objective of deepening knowledge about the training path offered at the counties and the way in which the Early Childhood Education Axis actions have performed in the practice of the county network in CREDE 3 region. The following are the specific objectives: I) to describe the processes and stages of the MAIS PAIC training in the Early Childhood Education Axis, and the objectives and concepts that guide them in the CREDE 3 context; II) to analyze the management of continuing education actions for Early Childhood Education teachers considering the demands for which they are planned and the effectiveness of that policy having the context of the practice, the objectives and the guidelines given through the Early Childhood Education Axis of MAIS PAIC as reference; III) to propose intervention strategies in the training process of MAIS PAIC teachers in the counties of CREDE 3 that contribute to the effectuation of pedagogical and management practices in Early Childhood Education that correspond to state and national guidelines.O caso de gestão apresentado evidencia a formação em contexto dos professores de Educação Infantil promovida por meio do Programa de Aprendizagem na Idade Certa, MAIS PAIC, desenvolvido pelo estado do Ceará em regime de colaboração com os municípios no âmbito da CREDE 3. A escolha da problemática dialoga com a trajetória profissional e acadêmica da autora e com a atual função que exerce, técnica e formadora regional, no Eixo de Educação Infantil da Célula de Cooperação com os municípios (CECOM) na CREDE 3, que acompanha e presta assessoria técnica-pedagógica através do programa MAIS PAIC aos municípios de Acaraú, Itarema, Cruz, Bela Cruz, Marco, Jijoca de Jericoacoara e Morrinhos, cenário onde foi efetivada a pesquisa. A questão mobilizadora foi: Quais os desafios e possibilidades da formação continuada em serviço oferecida aos professores que atuam na Educação Infantil promovida pelo Eixo de Educação Infantil do MAIS PAIC nos municípios da CREDE 3? A investigação considerou o desenvolvimento das ações de formação sob a perspectiva da gestão local a partir do desenho proposto pelo Programa e tem como objetivo geral aprofundar os conhecimentos sobre o percurso da formação oferecida nos municípios e a forma como as ações do Eixo de Educação Infantil do MAIS PAIC têm se efetivado na prática da rede municipal na região da CREDE 3. Enquanto objetivos específicos, temos: I) descrever os processos e etapas de formação do MAIS PAIC no Eixo de Educação Infantil, os objetivos e concepções que as orientam no contexto da CREDE 3; II) analisar a gestão das ações de formação continuada dos professores de educação Infantil diante das demandas para as quais são planejadas e a efetividade dessa política, tendo como referência o contexto da prática, os objetivos e orientações dadas por meio do Eixo de Educação Infantil do MAIS PAIC; III) propor estratégias de intervenção no processo de formação de professores do MAIS PAIC nos Municípios da CREDE 3 que contribuam para a efetivação de práticas pedagógicas e de gestão na Educação Infantil que correspondam às diretrizes estaduais e nacionais
Are individual characteristics and behaviors necessary-but-not-sufficient conditions for academic success?: A demonstration of Dul's (2016) necessary condition analysis
No full textClaiming that high levels of an independent variable represent a necessary-but-not-sufficient condition for an outcome suggests that the outcome is only possible – but not guaranteed – with high levels of that variable. Necessary condition analysis (NCA) allows researchers to determine if an observed relation between an independent variable and a dependent variable is consistent with such a necessary-but-not-sufficient relation. Using both archival and primary data, we apply Dul's (2016) necessary condition analysis techniques to common correlates of academic success in college. We find data patterns that are consistent with necessary-but-not-sufficient conditions for academic success for a variety of variables including class attendance, grit-perseverance, growth mindset, prior achievement, and admissions test scores. Our findings imply that some individual characteristics and behaviors may constrain the level of grades possible in college and that researchers may benefit from considering necessity models of academic performance. We discuss further applications of necessary condition analysis in educational research as a supplement to traditional data analysis.This accepted article is published as Tynan, M.C., Crede, M., Harms, P.D., Are individual characteristics and behaviors necessary-but-not-sufficient conditions for academic success?: A demonstration of Dul's (2016) necessary condition analysis. Learning and Individual Differences. 77(2020); 101815. DOI: 10.1016/j.lindif.2019.101815. Posted with permission. </p
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