@article{Kaufmann2016Avoid-37665,
  year={2016},
  doi={10.1027/2151-2604/a000251},
  title={Avoiding Methodological Biases in Meta-Analysis : Use of Online Versus Offline Individual Participant Data (IPD) in Educational Psychology},
  number={3},
  volume={224},
  issn={2190-8370},
  journal={Zeitschrift für Psychologie},
  pages={157--167},
  author={Kaufmann, Esther and Reips, Ulf-Dietrich and Maag Merki, Katharina}
}

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    <dc:creator>Kaufmann, Esther</dc:creator>
    <dc:creator>Reips, Ulf-Dietrich</dc:creator>
    <dc:contributor>Reips, Ulf-Dietrich</dc:contributor>
    <dc:contributor>Maag Merki, Katharina</dc:contributor>
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    <dcterms:title>Avoiding Methodological Biases in Meta-Analysis : Use of Online Versus Offline Individual Participant Data (IPD) in Educational Psychology</dcterms:title>
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    <dcterms:abstract xml:lang="eng">Individual participant data (IPD) meta-analysis is the gold standard of meta-analyses. This paper points out several advantages of IPD meta-analysis over classical meta-analysis, such as avoiding aggregation bias (e.g., ecological fallacy or Simpson’s paradox) and shows how its two main disadvantages (time and cost) can be overcome through Internet-based research. Ideally, we recommend carrying out IPD meta-analyses that consider online versus offline data gathering processes and examine data quality. Through a comprehensive literature search, we investigated whether IPD meta-analyses published in the field of educational psychology already follow these recommendations; this was not the case. For this reason, the paper demonstrates characteristics of ideal meta-analysis on teachers’ judgment accuracy and links it to recent meta-analyses on that topic. The recommendations are important for meta-analysis researchers and for readers and reviewers of meta-analyses. Our paper is also relevant to current discussions within the psychological community on study replication.</dcterms:abstract>
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    <dc:creator>Maag Merki, Katharina</dc:creator>
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