Power Approximations for Overall Average Effects in Meta-Analysis With Dependent Effect Sizes

IF 1.9 3区 心理学 Q2 EDUCATION & EDUCATIONAL RESEARCH
M. H. Vembye, J. Pustejovsky, T. Pigott
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引用次数: 3

Abstract

Meta-analytic models for dependent effect sizes have grown increasingly sophisticated over the last few decades, which has created challenges for a priori power calculations. We introduce power approximations for tests of average effect sizes based upon several common approaches for handling dependent effect sizes. In a Monte Carlo simulation, we show that the new power formulas can accurately approximate the true power of meta-analytic models for dependent effect sizes. Lastly, we investigate the Type I error rate and power for several common models, finding that tests using robust variance estimation provide better Type I error calibration than tests with model-based variance estimation. We consider implications for practice with respect to selecting a working model and an inferential approach.
具有相关效应量的meta分析中总体平均效应的功率近似
在过去的几十年里,依赖效应大小的元分析模型变得越来越复杂,这给先验功率计算带来了挑战。基于处理依赖效应大小的几种常见方法,我们引入了平均效应大小测试的幂近似。在蒙特卡洛模拟中,我们证明了新的幂公式可以准确地近似依赖效应大小的元分析模型的真幂。最后,我们研究了几种常见模型的I型误差率和功率,发现使用稳健方差估计的测试比使用基于模型的方差估计的检验提供了更好的I型错误校准。我们考虑在选择工作模式和推理方法方面对实践的影响。
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来源期刊
CiteScore
4.40
自引率
4.20%
发文量
21
期刊介绍: Journal of Educational and Behavioral Statistics, sponsored jointly by the American Educational Research Association and the American Statistical Association, publishes articles that are original and provide methods that are useful to those studying problems and issues in educational or behavioral research. Typical papers introduce new methods of analysis. Critical reviews of current practice, tutorial presentations of less well known methods, and novel applications of already-known methods are also of interest. Papers discussing statistical techniques without specific educational or behavioral interest or focusing on substantive results without developing new statistical methods or models or making novel use of existing methods have lower priority. Simulation studies, either to demonstrate properties of an existing method or to compare several existing methods (without providing a new method), also have low priority. The Journal of Educational and Behavioral Statistics provides an outlet for papers that are original and provide methods that are useful to those studying problems and issues in educational or behavioral research. Typical papers introduce new methods of analysis, provide properties of these methods, and an example of use in education or behavioral research. Critical reviews of current practice, tutorial presentations of less well known methods, and novel applications of already-known methods are also sometimes accepted. Papers discussing statistical techniques without specific educational or behavioral interest or focusing on substantive results without developing new statistical methods or models or making novel use of existing methods have lower priority. Simulation studies, either to demonstrate properties of an existing method or to compare several existing methods (without providing a new method), also have low priority.
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