A Meta-Analysis of the psychological - educational interventions on progressing the academic effectiveness in high school students (2005-2012)

The aim of the present study is meta-analysis of the psychological - educational interventions on progressing the academic effectiveness in high school students. The statistical population included all theses and published researches in scientific-research journals in the field of high school student’s academic achievements. The research sample included those researches which had methodological conditions. This study has been determined the effect size of psychological - educational interventions on high school student’s academic achievements. Between 47 researches, meta- analysis has done by using 23 researches (acceptable by the methodology). The research instrument was a researcher-made checklist to extracting data based on 1819 cases. Data analysis was done manually. The meta-analysis results indicated that the effect size of psychological - educational interventions on high school student’s academic achievements is d=0.668 (p=0.001). This effect size has moderate effect according to Cohen’s table. At last, psychological - educational interventions have significant effects on high school student’s academic achievements. And the researchers and authorities of education can use the models that have had the moderate or higher effect size on high school student’s academic achievements.