75, p = .02) and sample type (QM = , p < .001). Specifically, significant negative associations between social anxiety and social cognition were found among studies using between groups (r = ?.26, p < .001), rather than correlational (r = ?.07, p = .06), designs and when clinical and nonclinical groups were compared (r = ?.31, p < .001; of which 40% of effect sizes were from studies in which ASD was the clinical group, and 60% from those with SoAD as the clinical group), but not when samples included clinical only (r = ?.02, p = .86) or community only samples (r = ?.05, p = .13).
The type of measure used to measure social anxiety did not account for a significant amount of variance among effect sizes (QM = 2.46, p = .48). However, the type of measure used to assess social cognition (QM = 9.72, p = .02), as well as the informant of both the social cognition (QM = , p < .01) and social anxiety measures, did (QM = , p = .02). Specifically, a significant negative association between social anxiety and social cognition was found within studies that used a clinical assessment as a measure of social cognition (r = ?.28, p < .001; clinician reported, r = ?.34, p < .001) and within those that used self- or parent-reported social anxiety measures (r = ?.18, p < .01; r = ?.16, p = .01). Overall significant effects were not found among studies that used experimental tasks (r = ?.06, p = .09) or those using self-report, r = ?.05, p = .08; or parent-report, r = ?.20, p = .11 to assess social cognition. Neither were significant effects found for those using clinician or teacher report to assess social anxiety (r = ?.09, p = .29; r = ?.13, p = .12). The type of face used in emotion recognition tasks did not significantly moderate the relationship between social anxiety and social cognition (QM = 1.99, p = .37), but the valence of the face did (QM = , p = .01). However, within each valence, no significant association was found between social anxiety and social cognition for any of the facial expression valences (see Table 2).
Variation in effect sizes was significantly accounted for by the age group of the sample (QM = , p = .02), but not by sex (QM = 0.21, p = .65). Specifically, a significant negative association was found between social anxiety and social cognition among studies that included pre-adolescent (r = ?.21, p < .001) and combined pre-adolescent and adolescent samples (r = ?.25, p < .001). However, a significant positive association was found based on effect sizes from the one study that included an adolescent only sample (r = .10, p < .01). Overall significant effects were not found for studies including only young children (r = .03, p = .63), those including younger and older children (r = ?.09, p = .23), or those including participants from across the full child and adolescent age range (i.e. 0–18 years old; r = ?.33, p = .06).
Risk of bias
Graphic review of utilize plot into the Contour step 3 means it is possible to asymmetry, however, review correlation evaluation suggested that the harness area was not significantly asymmetrical (z = ?0.11, p = .91). Also, trim and you can complete susceptibility analyses ideal one zero knowledge best Spanking Sites dating site was indeed expected to satisfy balance led to zero change to the overall impact size imagine. This suggests one to book bias wasn’t going to keeps significantly swayed the general meta-investigation efficiency.