جستجوی مقالات مرتبط با کلیدواژه « فراتحلیل » در نشریات گروه « علوم تربیتی »

Nowadays, the methods of brain-based education based on the extensive scientific research on how the brain learns, has been mostly considered by many researchers. The numerous and contradictory studies in this subject emphasize the need to conduct meta-analysis. The present study has been conducted by the meta-analysis method and with the aim of combining the conducted research in the field of the brain-based education’s impact on the educational cognitive indicators. The population’s research includes the studies that done in Iran from 1387 to the summer of 1402 and published in the databases as the full text. Based on the inclusion and exclusion criteria, 25 studies and 85 effect size selected that finally after sensitivity analysis and removal of extreme effect sizes, 80 effect sizes entered in the meta-analysis. The results showed that the size of combined effect is 1.08 for the fixed effects model and 1.21 for the random effects model; which both of them were statistically significant. In this research, different types of brain-based teaching methods, multiple outcomes, type of lessons and types of subjects were investigated as qualitative and quantitative moderating variables. The results showed that the size of summary effect size affected by all of the moderating variables. The results of the meta-regression also showed that the effect size is a function of the number of intervention sessions, and the subjects' age and the brain-based teaching is more effective in more sessions and at an early age (primary school). According to the results of the present meta-analysis, providing programs in line with the implementation of brain-based education in the educational system is a necessity that should be considered more.

The main aim of this study was to investigate the effect size of variables related to the creativity of Iranian teachers.

This study is a meta-analysis type. Using internal databases, all research reports from 1390 to 1402 were searched and 32 documents related to the subject were found from those databases. After that, 21 researches were selected and included in the meta-analysis process. For this purpose, CMA.2 software was used.

The results of this study show that the average overall effect size for the fixed effects model is 0.419 and for the random effects model is 0.427, both of which are significant at the 0.000 level. Therefore, the average effect size of the present study can be interpreted as the medium to high effect size of creativity.

According to the findings of the research, among the factors related to teachers' creativity, the highest effect size and significant relationship with creativity of Iranian teachers are respectively related to the variable of spiritual intelligence (1.071), organizational atmosphere (0.968), classroom management (0.733) and Spiritual health was (0.682). The other variables had a smaller effect size with creativity.

The main purpose of this research is to transcend human resources based on education using meta-analysis approach. The present study is descriptive and practical in terms of usage and in terms of data type is considered as a quantitative research.

The study population consisted of articles published in scientific journals (scientific-research) management department of the Ministry of Science, Research and Technology in the field of human resources education during the period_(spring 2016 to spring 2022) that 10 cases were analyzed using non-random targeted sampling method as a sample.

The selected researches were analyzed using CAM2 neuroprocessor of comprehensive meta-analysis software. The reliability of the research included the reliability of identification through reviewers in selecting the necessary researches and classifications, the reliability of begging was measured through the agreement of the reviewers about the use of specific concepts by coding variables, reliability of the significance level and the size of the effect through agreement in the calculations of the effect size between the two analysts.

By reviewing previous studies, it was concluded that the most important educational outcomes including: performance, feeling of trust, social capital, attitude, promotion of order, professional development, knowledge sharing, efficiency, job performance, feeling of effectiveness, empowerment, skill, knowledge, sense of competence, job self-efficacy, sense of self-confidence and career success were reported and analyzed that numerous statistical organizations and communities in order to develop themselves using the training process to some of these outcomes were reported and analyzed. have been found.

The current research deals with the collection and combination of researches conducted in the field of addiction tendency in adolescents with conduct disorder. The research was carried out using face meta-analysis, which was done as a statistical technique to determine, collect, combine and summarize the research findings related to the role of behavior disorder in addiction tendency. The statistical population of the research includes the research conducted in Iran and the world in the field of behavioral disorders and addiction, and the statistical sample includes all domestic and international databases such as comprehensive portal, university scientific information center database, specialized journals database, Google Scholar and information bank. The country's publications included 50 researches. Based on the results of this research, it is possible to predict the tendency to addiction in adolescents with behavioral disorders. According to the level of significance and the obtained scores, there is a tendency in people with conduct disorder, that is, people who are suffering from conduct are drawn towards drug use and addiction, so let's identify the causes and try to identify the control and treatment of these people. The results showed that there is a significant relationship between the tendency to addiction and behavioral disorder in teenagers, and the causes of economic status, mental state of the person and family status have the greatest effect on the tendency of these people to addiction.

The present research was conducted to quantitatively combine the results of the studies conducted on the relationship between psychological capital and the psychological well-being of university students in Iran with the meta-analysis technique. The statistical population included all articles published in scientific journals in Iran regarding the relationship between psychological capital and psychological well-being of University students from 2011 to 2022 Using the purposeful sampling method, 10 cases consisting of 3233 subjects were selected as a statistical sample for the study. The data collection tool was the meta-analysis coding form. The data obtained from selected research were analyzed using CMA3 software (Meta-analysis Community Software). The meta-analysis of the selected studies showed that the average effect size of the relationship between psychological capital and psychological well-being in the fixed effects model is (0.598) and in the random effects model (0.633), which is considered above average and strong based on Cohen's interpretation system. Also, among the dimensions of psychological capital, self-efficacy with an effect size (of 0.511) has the highest contribution, and optimism with an effect size (of 0.453) has the lowest contribution to the psychological well-being of university students in Iran. Based on the obtained results, it seems necessary to pay attention to the components of psychological capital to improve the psychological well-being of university students.

the present research had been conducted with the aim of systematically reviewing and examining the ratio of the six educational areas of fundamental transformation document in the researches related to the thought of the Imams of Revolution.

It is a qualitative research method that was conducted using document review, content analysis and interviews with experts. The research community was all the researches related to the Islamic educational thought, and all the experts related to the subject, whose research sample was selected in a purposeful way. Data collection tool was checklist, content analysis list and interview form. Descriptive systematic review was used to analyze the data.

The findings of the research show that a total of 180 researches were published and related to the educational thought of the Imams of the Revolution, there is a research gap in the fields of biological and physical, economic and professional education in the thought of Imam Khomeini (RA), and the neglect of the thought of education in the aesthetic and artistic field in It was the thought of the Supreme Leader (Madazla Al-Ali). Also, in the meta-analysis section, 45 studies were selected and analyzed. A total of 376 comprehensive theme codes were identified. Regarding solutions to fill gaps, 30 conceptual codes were identified and categorized in two dimensions: educational solutions and research solutions, and in 3 axes including planning and policy making, content development and cultural activities.

Considering the lofty thought of the Imams of Revolution, their comprehensive view in all fields of education, the neglected aspects of research could clarify the way forward for researchers to choose the research problem.

Investigating the role of the personality variable of alexithymia in the marital satisfaction of couples is one of the topics discussed in psychology. Several researches have been done on the relationship between Alexithymia and marital satisfaction, But sometimes their results are inconsistent and contradictory, Therefore the purpose of the current research is to use the meta-analysis method in order to analyze and combine the results of the studies conducted on the relationship between alexithymia and marital satisfaction. In order to perform meta-analysis, among the researches related to the relationship between alexithymia and marital satisfaction that were published in Persian and foreign (English) research journals between 2009 and 2022, 35 studies that were conducted in a descriptive way and the criteria for entering the research were selected and in the next step, the coefficient the effect size has been evaluated using CMA software. The size of the effect or coefficient of alexithymia on marital satisfaction is -0.39 in the random effects model and -0.37 in the fixed effects model , which according to Cohen's interpretation system, this effect is considered above average. The combination of the conducted research shows the negative relationship between alexithymia and marital satisfaction.

This research was conducted using the meta-analysis method with the aim of synthesizing existing research on the relationship between identity styles and academic performance. The statistical population of the study included all relevant studies conducted in Iran from 1385-1400 and available in the databases of Jahad Daneshgahi, Nurmagz, and Magiran. After evaluating the criteria for entrances and layaway requirements research, the correlation effects of the research were analyzed by CMA software. Also, two models of random effect and fixed effect were calculated. According to the results of the heterogeneous analysis, the randomized model was selected through Q and squared I indices. The findings revealed that the size of the combined effect of the investigated research after the removal of 4 effects size was 0.107. The combined effect size of the research was calculated based on the mean Cohen’s index. The results of heterogeneous analysis revealed of the existence moderating variables in the research as well. The results of this meta-analysis of theoretical and empirical foundations are indicative of the relationship between identity style and academic performance variables. Given the results of this meta-analysis, it can be concluded that for academic performance to be successful, it is essential to address the identity style among university and school students.

According to the increasing amount of research in the field of environmental education, in this article, we tried to collect the preliminary results of research and combine these results to express a consistent view of the effectiveness of the environmental education meta-analytical research method. Its statistical population is 25,003 postgraduate dissertations and scientific research articles. The selected statistical sample related to environmental education based on curriculum elements is 138 articles in different years, of which 57 articles were selected in 2016-2020. Excel software was used to report and record the information required to provide the required information from the worksheet designed by the researcher. The reliability of the research was obtained through the contrast of research findings. The analysis of the findings is based on Roberts' six-step pattern, which is consistent with the elements of the curriculum used, using open and axial coding methods. Based on the findings, because environmental education develops awareness and increases environmental sensitivity, it is the most important method in educating individuals in identifying and dealing with environmental problems. Environmental Education is influenced by these seven factors: Assessment, education method, formal education, informal education, public education, and lifelong education and sustainable development. The results in most of the studies suggest the effectiveness of informal education over formal education. In recent years, environmental education has been considered more important in all cases and for all groups. So, environmental education is essential to society in general.

The purpose of this research was to analyze the effectiveness of psychological-educational interventions on the social skills of children with autism spectrum disorder in Iran.

This research has investigated the effect size of educational-psychological interventions on the social skills of children with autism spectrum disorder by using the method of meta-analysis or integrating the results of research. Among 34 studies, 15 studies that met the inclusion criteria were meta-analyzed. The research tool was a meta-analysis checklist. The research is based on 361 samples and 15 effect sizes.

The meta-analysis results showed that the effect size of educational-psychological interventions on the social skills of children with autism spectrum disorder was d=1.62. (p=0.001). The effect size according to Cohen's table had a high effect. Also, Yaquti et al.'s research (2017) under the title of design, construction and effectiveness of social animation program on communication and social skills of children with autism spectrum disorder had the highest effect size (2.34) and Heydari et al.'s research (2012) under The effectiveness of the intervention based on applied analysis of behavior on increasing social-communication skills and reducing stereotyped behavior in autistic children has the lowest effect size (0.7).

Considering that one of the most important problems in children with autism spectrum disorder is a deficiency in social skills, therefore, therapists in this area can use interventions that have a greater effect.

The aim of the present study is to use the meta-analysis method to combine the quantitative results of various studies on the relationship between the five-factor model of personality and academic achievement. In order to achieve this goal, in the present study, the findings of 36 quantitative studies were used, from which 167 effect sizes were calculated. The statistical population of this research is all the articles available in SID database, Irandoc, Mogiran. After checking the entry and exit criteria, the selected statistical indicators were analyzed with CMA version 2 software. The analysis of the data from the researches showed that the average effect size of the studied researches is 0.11 for the fixed effects model and 0.12 for the random effects model. . Also, the existing relationships between the components of the five-factor model of personality (extroversion, neuroticism, openness to experience, adaptability, task orientation) with academic progress are 0.11, -0.13, 0.15, 0.18, and 27. 0 was obtained. Due to the heterogeneity of the effect sizes, gender and the type of sample used in the researches were examined as moderating variables. The results showed that the effect size of the relationship between the five-factor model of personality and academic performance in the researches where female subjects were used for the research. It is more than other researches. Also, the effect size of the relationship between these two variables was found to be the same in studies that used students as samples.

During the last two decades, many researchers have investigated the relationship between perfectionism and academic performance, and different results have been obtained. Therefore, it is felt necessary to use meta-analysis studies to provide general results. The method used in this research is meta-analysis. The statistical population of the research included available published studies. In order to collect information, a researcher-made checklist was used. After checking the inclusion and exclusion criteria, 40 effect sizes were found out of 24 studies. It was obtained with the conditions of meta-analysis. In order to analyze and analyze the data, sensitivity analysis, funnel plot, fixed and random models and heterogeneity analysis were used from CMA software. The fixed effects model is 0.067 and for the random effects model it is 0.083, which was evaluated as low according to Cohen's index. Also, the relationships between the components of perfectionism (adaptive, incompatible, self-oriented, socially oriented, perfectionism in general) and academic performance are also based on criteria. Cohen interpreted high, high, medium, low, and low values. Due to the heterogeneity of the effect sizes, the gender and type of sample used in the researches were examined as moderating variables. The results showed that the effect size of the relationship between perfectionism and academic performance in the researches where male subjects were used for the research, compared to Other researches are more. Also, the effect size of the relationship between these two variables in the researches that used students as samples is more than other researches.

The increasing complexity of organizations and the increase in global competition have turned the attention of managers and researchers to soft skills. This attention to the issue of soft skills led to a lot of research on the factors affecting soft skills in the organization. The present research was conducted with a quantitative approach and Meta-analysis method. The statistical population of the research includes all valid scientific articles published in the years 2010 to 2019 on the subject of soft skills. Finally, 36 researches were selected and analyzed with CAM software. The results of the research showed that a total of 34 variables have been investigated with soft skills in different researches. Among these variables, the three variables of lifelong learning, long-term perspective, and critical thinking have had the greatest impact on soft skills. The results of the meta-analysis showed that the effect size between lifelong learning and soft skills is high with 0.55 and the combined effect size of long-term perspective and soft skills is in the middle with 0.49. The relationship between critical thinking and soft skills in the reviewed researches is equal to 0.38 and in the average level.Lifelong learning, long-term perspective and critical thinking have a great impact on soft skills compared to other variables, which is predicted in the theories of the intra-organizational level.

Academic performance includes the acquisition of a set of skills and abilities. Academic performance is a complex phenomenon influenced by the interaction of various factors. Cooperative learning is one of these factors. Cooperative learning is considered as some method related to the organization of classroom instruction to achieve common learning goals via cooperation. Over the few last decades, many researchers have examined the effect of cooperative learning on academic performance, which yielded different results. This study aimed to analyze and combine the results of the performed studies in this field in order to reach a general conclusion, resolve the existing contradictions, and discover possible moderators. 

The present study was conducted by meta-analysis method. The statistical population was all research published in a scientifically valid journal in the country that was available in computer databases (Irandoc, SID, Magiran, Noormags) and was available in related studies between 1997-2022. Using the purposive sampling method and extensive search based on the specified keywords (Teaching methods, Cooperative learning, Academic performance, Academic progress) and applying entry and exit criteria, 200 studies were selected as a sample and entered the meta-analysis process. The extracted data were analyzed with CMA software. 

From selected studies as a sample, in total, 258 effect sizes were extracted which 17 extreme effect sizes were eliminated in sensitivity analysis and the next analyzes were performed on 241 effect sizes. The value of the “fail-safe N” statistic was obtained at 12040, which indicated that after entering this number of non-significant studies, the combined effect size will be non-significant. The amount of combined effect size was calculated at 0.893 in the fixed model and 1.133 in the random model. Both models were statistically significant (p<0.001). As the effect sizes were heterogeneous, gender, type of sample, type of cooperative learning, type of course, and year of research were examined as the moderator variables. The results indicated that the effect size of cooperative learning on academic performance is in males more than females, in elementary students more than others, in student teams achievement division (STAD) instruction more than other types, and in social science courses more than other courses. The results of the research showed that the year of studies has a very small contribution to explaining the heterogeneity.

The results of the study showed that cooperative learning had a significant effect on academic performance. It has been assumed that cooperative learning is one of the most important factors or predictors for learners to achieve learning success.

The present article has been done with the aim of meta-analysis of the works of research teachers in Zanjan province and has used the combined meta-analysis method and six steps of Krippendorf. From the statistical population of 129 selected works of the province, 51 works have been selected as the study sample. Data were extracted with the help of three analysts using three checklists. Research findings in terms of form show more attention of research teachers (female, elementary school, intermediate work history,…) in the field of educaotin and learning, in the methodological view indicate more use of critical approach by research teachers in Problem solving, from the combined method in data collection and analysis, from the theoretical background in proposing solutions and also; In terms of cognitive concept, it indicates that most of the issues of teaching and learning are related to the structure and method of education.

Learning disabilities, is a generic term for a wide range of learning difficulties unrelated to intelligence or academic motivation. The present research was conducted with the meta-analysis method and with the aim of combining the researches conducted in the field of corrective methods on various learning disorders. The statistical population of the present meta-analysis was the available researches related to corrective methods on learning disorders that were found in the computer databases available in Iran between 1385 and 1401, such as the Academic Jihad Scientific Database , Noor Specialized Journals Database,the information bank of the country's publications, the comprehensive portal of humanities, and the Research Institute of Information Science and Technology of Iran have been published. In this research, Hedges g effect size index was used as a common scale. The results of the analysis conducted by the second version of CMA software showed that the combined effect size of the effectiveness of corrective methods on learning disorders was 1.80 and after separating into multiple antecedent and outcome variables, the combined effect size on reading learning disorder was 17. 1, it was 1.26 on writing disorder and 1.19 on math disorder respectively, all of which were statistically significant (p≤0.001). Therefore, based on the size of the obtained effects, it can be stated that corrective methods have a positive effect on all types of classes of learning disorders.

In the community of inquiry framework, effective learning particularly a higher level of learning depended on developing a community; however, some of the professionals asserted against the matter. So, the present study is aimed to examine the relationship between the community of inquiry framework and instructional experience in an E-learning environment through a meta-analysis method. The statistical population was all international and national studies that examined the relationship between the community of inquiry framework and instructional experience in an E-learning environment through casual and correlative methods. They are chosen 23 studies as samples based on inclusive and exclusive criteria and were analyzed by CMA2 software. Based on Cochran's C test and confidence interval and significant level (p<0.05), it can be said that the assumptions are approved and there are significant differences among effect sizes and it means variance in effect size. So, it has to use a mixed effect model to interpret the mixed effect size. The mixed effect size in the relationship between the community of inquiry framework and the instructional experience was 0.524 and with 0.95 confidence level, it can be ranged from 0.423 to 0.613. The interpretation of mixed size about Cohen's criteria is high. Also, the mixed effect size is significant based on z=38.219 and sig=0.000. So, the findings showed there is a significant relationship between the community of inquiry framework and instructional experience in an E-learning environment.

The aim of this study was to collect and integrate information about the characteristics of gifted students with learning disabilities. Therefore, with the help of domestic and foreign databases, all research reports were found and collected. 15 studies were selected from 92 studies. These studies were conducted from 1989 to 2020 and were included in the meta-analysis basket as a final sample.In the systematic review method according to Prisma instructions and in the meta-analysis method, the meta-analysis checklist tool was used. A total of 87 correlation effect sizes were obtained from them; Which was analyzed with 2CMA software.In this study, two models, random and fixed, were calculated. According to the heterogeneity analysis through Q and square I indices, the fixed model was considered as the final model. The highest effect was devoted to the study of learning disabilities, the study of abilities of the right and left hemispheres of gifted students with and without learning disabilities and the least effect was the study of procedures used to identify children with gifted learning disabilities.

Social support as a relevant and effective variable on academic performance has been investigated in many studies, and the different and sometimes contradictory results of these studies highlight the necessity of a meta-analytical study. This study aimed to combine the findings of 12 years of Iranian and international investigations which had studied the relationship between social support and academic performance. The statistical population included Iranian and internationally published and available studies related to the subject from 2009-2021. Based on the inclusion and exclusion criteria, 55 studies and 101 effect sizes were selected. Finally, after sensitivity analysis and removal of extreme effect sizes, 79 effect sizes were analyzed. The results showed that the combined effect size was 0.189 for the fixed model and 0.220 for the random model. In this study, gender and age were studied as qualitative and quantitative moderator variables, respectively. The results showed that there was no significant difference in the effect sizes of the relationship between social support and academic performance based on gender. The meta-regression results also showed that by increasing the age mean, the effect size decreases to a very small significant amount and a small part of the total heterogeneity is explained by the age mean of the initial studies. As a result, based on obtained effect size, social support is effective in increasing students' academic performance.