فراتحلیل رابطه ی عوامل درون مدرسه ای و عملکرد تحصیلی فراگیران ایرانی

نوع مقاله : پژوهشی

نویسندگان

1 دکتری تخصصی روان شناسی تربیتی، دانشگاه شهید مدنی آذربایجان، تبریز، ایران.

2 استاد، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید مدنی آذربایجان، تبریز، ایران

چکیده

وجود پژوهش‌های متعدد و گاه متناقض در حوزه رابطه عوامل درون‌مدرسه‌ای و عملکرد تحصیلی لزوم انجام یک پژوهش ترکیبی در این حوزه را تأکید می‌کند. این پژوهش به روش فراتحلیل و با هدف تعیین اندازه اثر ترکیبی رابطۀ عوامل درون‌مدرسه‌ای و عملکرد تحصیلی فراگیران ایرانی انجام شده است. جامعه آماری شامل مطالعات در دسترس مرتبط در داخل کشور بود که در بین سال‌های 1390 تا 1401 منتشر شده بود. برای جمع‌آوری اطلاعات از چک‌لیست مشخصات طرح‌های پژوهشی مصرآبادی (1389) استفاده شد. پس از بررسی ملاک‌های ورود و خروج، 376 اندازه اثر از 278 مطالعه داخل کشور به دست آمد. به منظور تجزیه و تحلیل داده‌ها از تحلیل حساسیت، نمودار قیفی، مدل‌های ثابت و تصادفی و تحلیل ناهمگنی با استفاده از CMA استفاده شد. تحلیل اطلاعات حاصل از پژوهش نشان داد که میانگین اندازه اثر کلی برای مدل اثرات ثابت 288/0 و برای مدل اثرات تصادفی 321/0 است. با توجه به ناهمگنی اندازه‌های اثر، تأثیر متغیرهای تعدیل‌کننده بررسی شد. نتایج تحلیل پژوهش نشان داد که در بین زیرمؤلفه‌های عوامل درون‌مدرسه‌ای، عوامل آموزشی با اندازه اثر 336/0، عوامل روان‌شناختی با اندازه اثر 326/0 و عوامل محیطی با اندازه اثر 298/0 به ترتیب دارای بیشترین تأثیرگذاری بر عملکرد تحصیلی فراگیران هستند. همچنین نتایج تحلیل پژوهش نشان داد در بین عوامل آموزشی، نوع آموزش ارائه‌شده با اندازه اثر 428/0 تأثیر بیشتری بر عملکرد تحصیلی فراگیران دارد. بر پایه اندازه اثرهای به‌دست‌آمده می‌توان دریافت که عوامل درون‌مدرسه‌ای با اندازه اثر 321/0، تأثیر مثبت و معناداری روی عملکرد تحصیلی فراگیران ایرانی می‌گذارند که بر اساس ملاک کوهن (1988) تأثیر متوسط و مطلوبی محسوب می‌شود. با لحاظ یافته‏‌های این فراتحلیل، ارائه برنامه‌هایی در راستای معرفی عوامل درون‌مدرسه‌ای و تأثیر آن بر عملکرد تحصیلی فراگیران، ضرورتی است که باید بیش‌ازپیش مورد توجه قرار گیرد.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

A Meta-Analysis of the Relationship Between Intra-School Factors and Academic Performance of Iranian Learners

نویسندگان [English]

  • Tohid Ashrafzade 1
  • Javad Mesrabadi 2
1 Ph.D. of Educational Psychology, Azarbaijan Shahid Madani University, Tabriz, Iran.
2 Professor, Department of Education, Azarbaijan Shahid Madani University, Tabriz. Iran.
چکیده [English]

There are multiple and sometimes conflicting research studies on the relationships between intra-school factors and academic performance, highlighting the need for a mixed-methods research in this area. This meta-analysis was conducted to determine the pooled effect size of the relationship between intra-school factors and the academic performance of Iranian learners. The statistical population consisted of relevant domestic studies conducted in Iran and published between 2011 and 2021. Data collected using Mesrabadi’s research checklist (2010). After applying inclusion and exclusion criteria, 376 effect sizes extracted from 278 domestic studies based on inclusion and exclusion criteria. Sensitivity analysis, funnel plots, fixed-effects and random-effects models, and heterogeneity analysis employed using CMA software for data analysis. The findings indicated that the mean total effect size was 0.288 for the fixed effects model and 0.321 for the random effects model. Due to the heterogeneity of effect sizes, the influence of moderator variables examined. The research analysis revealed that among the sub-components of within-school factors, educational factors (effect size = 0.336), psychological factors (effect size = 0.326), and environmental factors (effect size = 0.298) exhibited the greatest influence on student academic performance, in descending order of magnitude. Furthermore, the results indicated that the type of education had a greater effect size on academic performance compared to other factors, with an effect size of 0.428. Based on the obtained effect size, it can be inferred that intra-school factors exert a statistically significant and positive influence (effect size = 0.321) on the academic performance of Iranian students, which is considered a moderate and desirable effect according to Cohen’s (1988) criteria. Considering the findings, programs aimed at promoting awareness of intra-school factors and their impact on students’ academic performance are essential and should receive greater attention.

کلیدواژه‌ها [English]

  • Academic Performance
  • Meta Analysis
  • Intra-School Factors
  • Iranian Learners

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