Journal article
An alternative to R-2 for assessing linear models of effect size
Research synthesis methods, Vol.1(3-4), pp.272-283
07/01/2010
DOI: 10.1002/jrsm.23
PMID: 26061471
Abstract
Reviewers often use regression models in meta-analysis ('meta-regressions') to examine the relationships between effect sizes and study characteristics. In this paper, we propose and illustrate the use of an index (R-Meta(2)) that expresses the amount of variance in the outcome that is explained by the meta-regression model. The values of R-2 obtained from the standard computer output for linear models of effect size in the meta-analysis context are typically too small, because the typical R-2 considers sampling variance to be unexplained whereas in meta-analysis it can be quantified. Although the idea of removing the unexplainable variance from the estimator of variance accounted for in meta-analysis is not new (Cook et al., 1992; Raudenbush, 1994) we explicitly define four estimators of variance explained, and illustrate via two examples that the typical R-2 obtained in a linear model of effect size is always lower than our indices. Thus, the typical R-2 underestimates the explanatory power of linear models of effect sizes. Our four estimators improve upon typical weighted R-2 values. Copyright (C) 2011 John Wiley & Sons, Ltd.
Details
- Title: Subtitle
- An alternative to R-2 for assessing linear models of effect size
- Creators
- Ariel M. Aloe - University at Buffalo, State University of New YorkBetsy Jane Becker - Florida State UniversityTherese D. Pigott - Loyola University Chicago
- Resource Type
- Journal article
- Publication Details
- Research synthesis methods, Vol.1(3-4), pp.272-283
- DOI
- 10.1002/jrsm.23
- PMID
- 26061471
- NLM abbreviation
- Res Synth Methods
- ISSN
- 1759-2879
- eISSN
- 1759-2887
- Publisher
- Wiley
- Number of pages
- 12
- Grant note
- NSF REC-0335656; REC-0634013; REC-0635592 / National Science Foundation; National Science Foundation (NSF) R305T010084 / U.S. Department of Education, Office of Education Research and Improvement (OERI)
- Language
- English
- Date published
- 07/01/2010
- Academic Unit
- Psychological and Quantitative Foundations
- Record Identifier
- 9984374358302771
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