The DOI matches its Crossref record; 40 of the 41 references it cites were found in a registry or an index.
Beyond small, medium, or large: points of consideration when interpreting effect sizes
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“Indeed, wise interventions are often low cost, disproportionately benefit low performing groups, have effects that can be sustained over time and context, and, in contrast to interventions that target specialized knowledge, can have effects on a broad range of academic, behavioral, and psychological outcomes.”
From Tackling Educational Inequalities with Social Psychology: Identities, Contexts, and Interventions (2021) · cites this paper as Bakker et al., 2019
Experimental — accuracy not yet measuredThe source backs part of the claim, not all of it — or backs it for a different population, condition or comparison.
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“These characteristics make wise interventions particularly suitable for scaling up, even where the average size of their effect on the overall population is relatively small (Bakker et al., 2019;Kraft, 2020;Slavin & Madden, 2011).”
From Tackling Educational Inequalities with Social Psychology: Identities, Contexts, and Interventions (2021) · cites this paper as Bakker et al., 2019
Experimental — accuracy not yet measuredThe check wasn’t confident either way, so it gives no verdict — never disputed.
In the citing paper
“Indeed, wise interventions are often low cost, disproportionately benefit low performing groups, have effects that can be sustained over time and context, and, in contrast to interventions that target specialized knowledge, can have effects on a broad range of academic, behavioral, and psychological outcomes.”
From Tackling Educational Inequalities with Social Psychology: Identities, Contexts, and Interventions (2021) · cites this paper as Bakker et al., 2019
Experimental — accuracy not yet measuredThe check wasn’t confident either way, so it gives no verdict — never disputed.
In the citing paper
“Indeed, wise interventions are often low cost, disproportionately benefit low performing groups, have effects that can be sustained over time and context, and, in contrast to interventions that target specialized knowledge, can have effects on a broad range of academic, behavioral, and psychological outcomes.”
From Tackling Educational Inequalities with Social Psychology: Identities, Contexts, and Interventions (2021) · cites this paper as Bakker et al., 2019
Experimental — accuracy not yet measuredThe check wasn’t confident either way, so it gives no verdict — never disputed.
In the citing paper
“Indeed, wise interventions are often low cost, disproportionately benefit low performing groups, have effects that can be sustained over time and context, and, in contrast to interventions that target specialized knowledge, can have effects on a broad range of academic, behavioral, and psychological outcomes.”
From Tackling Educational Inequalities with Social Psychology: Identities, Contexts, and Interventions (2021) · cites this paper as Bakker et al., 2019
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Citations
Cites
Statistical Power Analysis for the Behavioral Sciences
Muller, K. E., & Cohen, J. (1989) · Technometrics · doi:10.2307/1270020 · Cited by 99,603
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Cohen, J. (1990) · Computers Environment and Urban Systems · doi:10.1016/0198-9715(90)90050-4 · Cited by 65,417
Statistical Power Analysis for the Behavioral Sciences (2nd ed.).
Lachenbruch, P. A., & Cohen, J. (1989) · Journal of the American Statistical Association · doi:10.2307/2290095 · Cited by 37,421
The ASA Statement on p -Values: Context, Process, and Purpose
Wasserstein, R. L., & Lazar, N. A. (2016) · The American Statistician · doi:10.1080/00031305.2016.1154108 · Cited by 6,306
Using Effect Size—or Why the P Value Is Not Enough
Sullivan, G. M., & Feinn, R. (2012) · Journal of Graduate Medical Education · doi:10.4300/jgme-d-12-00156.1 · Cited by 5,553
Publication Manual of the American Psychological Association
DeCleene, K. E., & Fogo, J. (2011) · Occupational Therapy In Health Care · doi:10.3109/07380577.2011.629024 · Cited by 3,178
Statistical methods in psychology journals: Guidelines and explanations.
Wilkinson, L., & Task Force on Statistical Inference (1999) · American Psychologist · doi:10.1037/0003-066x.54.8.594 · Cited by 2,791
Ellis, P. D. (2010) · doi:10.1017/cbo9780511761676 · Cited by 2,461
Lipsey, M. W., & Wilson, D. B. (1993) · American Psychologist · doi:10.1037/0003-066x.48.12.1181 · Cited by 2,033
The statistical power of abnormal-social psychological research: A review.
Cohen, J. (1962) · The Journal of Abnormal and Social Psychology · doi:10.1037/h0045186 · Cited by 1,824
Research works printed but not linked: 1
- Coe, R. (2002). It’s the effect size, stupid. What effect size is and why it is important. Paper presented at the British Educational Research Association annual conference, Exeter, UK. Retrieved July 24, 2019 from https://www.cem.org/attachments/ebe/ESguide.pdf
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The Role of Mathematics in interdisciplinary STEM education
Maaß, K., Geiger, V., Ariza, M. R., & Goos, M. (2019) · ZDM · doi:10.1007/s11858-019-01100-5 · Cited by 367
Major, L., Francis, G. A., & Tsapali, M. (2021) · British Journal of Educational Technology · doi:10.1111/bjet.13116 · Cited by 359
Power to Detect What? Considerations for Planning and Evaluating Sample Size
Giner‐Sorolla, R., Montoya, A. K., Reifman, A. S., Carpenter, T., Lewis, N. A., Aberson, C. L., Bostyn, D. H., Conrique, B. G., Ng, B., Schoemann, A. M., et al. (2024) · Personality and Social Psychology Review · doi:10.1177/10888683241228328 · Cited by 324
Erath, K., Ingram, J., Moschkovich, J. N., & Prediger, S. (2021) · ZDM · doi:10.1007/s11858-020-01213-2 · Cited by 229
König, J., Blömeke, S., Jentsch, A., Schlesinger, L., Felske, C., Musekamp, F., & Kaiser, G. (2021) · Educational Studies in Mathematics · doi:10.1007/s10649-020-10021-0 · Cited by 231
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Metadata
- Authors
- Bakker, A., Cai, J., English, L., Kaiser, G., Mesa, V., & Van Dooren, W.
- Affiliations
- Utrecht University (NL)
- University of Delaware (US)
- Queensland University of Technology (AU)
- Universität Hamburg (DE)
- University of Michigan (US)
- Corresponding author
- Bakker, Arthur
- Venue
- Educational Studies in Mathematics
- Published
- 2019-07-30
- Volume
- 102
- Issue
- 1
- Pages
- 1-8
- ISSN
- 0013-1954 (ISSN-L)
- 1573-0816
- OpenAlex
- W2966650813
- Cited by
- 302
- References
- 41
- Citations by year
- 2026: 26 · 2025: 48 · 2024: 43 · 2023: 52 · 2022: 52 · 2021: 55 · 2020: 20 · 2019: 6
- FWCI
- 22.25
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Locations
- Educational Studies in Mathematics (publishedVersion)
- QUT ePrints (Queensland University of Technology) (submittedVersion)
- Lirias (KU Leuven) (submittedVersion, other-oa)
- Utrecht University Repository (Utrecht University) (submittedVersion, other-oa)
- Utrecht University Repository (Utrecht University) (submittedVersion)
- Topics
- Social Sciences › Decision Sciences › Statistics, Probability and Uncertainty › Meta-analysis and systematic reviews
- Social Sciences › Education › Educational Research and Methods
- Physical Sciences › Mathematics › Statistics and Probability › Statistics Education and Methodologies
- Keywords
- effect size, statistical significance, mathematics education research
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