We conducted a conceptual replication of Pigott et al.’s study of outcome-reporting bias, wherein they compared intervention outcomes reported in unpublished education dissertations with corresponding published versions. For our replication, we identified a sample of 40 special education dissertations with matched journal publications and found that statistically significant intervention outcomes from dissertations were 1.48 times more likely to be published compared with nonsignificant outcomes. Significant moderators of this effect included type of intervention outcome (academic), type of research design (randomized controlled trial), participant race (with samples greater than or equal to 50% non-White), and type of disability/exceptionality (high incidence). We found that few dissertation authors published their work, providing further evidence for the much-needed inclusion of dissertations in systematic reviews.

中文翻译：

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使用实验和准实验小组设计的特殊教育干预研究中的结果报告偏差：概念复制

我们对皮戈特等人的结果报告偏差研究进行了概念复制，其中他们将未发表的教育论文中报告的干预结果与相应的已发表版本进行了比较。为了进行复制，我们确定了 40 篇特殊教育论文以及匹配的期刊出版物的样本，发现论文中具有统计显着性的干预结果的发表可能性是不显着的结果的 1.48 倍。这种效应的重要调节因素包括干预结果类型（学术）、研究设计类型（随机对照试验）、参与者种族（样本中非白人比例大于或等于 50%）以及残疾/例外类型（高发生率） ）。我们发现很少有论文作者发表了他们的作品，这为将论文纳入系统评价提供了进一步的证据。