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

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 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.

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.

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.

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 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.

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.

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.

Research shows that one of the individual characteristics of learners that affects the educational interventions effectiveness is the learning style of learners. Learning styles is one of the interesting research fields in behavioral sciences; Therefore, due to the increasing amount of research in the learning styles field, it is necessary to conduct combined research in this field. This research was carried out by the meta-analysis method with the aim of numerically combining the quantitative results of researches in this field. The research population is all post-graduate theses and articles in the field of the relationship between learning styles and academic achievement indicators in the country between 1371 and 1401 years. From the initial 189 studies, 98 cases were included in the meta-analysis based on the inclusion and exclusion criteria, and 384 effect sizes were obtained from these studies. The results showed that the summary effect size of learning styles with academic achievement was .19, although subsequent analyzes showed that the effect size is different in learning styles various. The largest effect size is related to Jackson's style profile and the smallest effect size is related to Fleming's styles with academic achievement indicators. The implications of this meta-analysis show the relatively low impact of learning styles on academic achievement and emphasize the need to investigate the role of mediating variables in the relationship between these two variables.

The purpose of the present study was to determine the effect size of the antecedents and religious consequences of Internet addiction based on domestic research through a meta-analytical research process. Twenty four related studies were selected, which were conducted in 1380-1400 with the aim of evaluating the antecedents and religious consequences of Internet addiction and were published in domestic and Irandac authoritative quarterly journals. 16 independent variables and 15 dependent variables were identified. Selected research have been carried out with survey method and by using the questionnaire in different statistical population and based on reliable scales. The level of religiosity (ES, -0.63), Islamic lifestyle (ES, -0.45) and spiritual intelligence (ES, -0.44) respectively as the strongest antecedents and religious beliefs (ES, -0.31), attitude and Practical commitment to prayer (ES, -0.31) and degree of religiosity (ES, -0.26) were identified as the strongest consequences of belief. Due to the heterogeneity in the studies, the effect size of the snowball sampling method in the researches related to the antecedents and the available sampling method in the researches related to the consequences was higher than other sampling methods. Addiction to the Internet increases religious beliefs, attitudes and practical commitment to the appearance and level of religiosity and is influenced by Islamic lifestyle and spiritual intelligence. In this regard, it is suggested to increase the amount of use of the Internet and virtual social networks, management and media literacy of people.

Goal: 

The goal of this research was meta-analysis of the research results about Islamic education courses of universities and higher education institutions of the Iran.

The research approach was quantitative and the research method was meta-analysis. The statistical population consisted of all the research conducted on Islamic education courses between 1392-1399 SH. The statistical sample was all the researches that qualified for quantitative meta-analysis assumptions. The measuring tool was the checklist of the criteria of the eligible articles for meta-analysis. To determine the validity of the tool, the checklist was given to three experts in measurement who had at least one experience in meta-analysis, and the validity of the tool was confirmed. To analyze, the questions, the heterogeneity test, Hedges g index and fixed and random model were used. The data were analyzed using CMA 3 software.

Based on the results of the study heterogeneity test, the null hypothesis of study heterogeneity was confirmed. Also, the I2 index showed the effect of heterogeneity of studies on 97.33% of the total changes. The effect size and Z calculated for 15 variables from 22 were significant at the alpha level of 0/05. The largest effect size based on the Hedges g index was related to the religious attitude variable with an effect size of 1/488, followed by the professors’ variable with 1/450, then the interrelation between the professor and the student with 1/215. The overall effect size for studies in the fixed and random model was at the medium level, which indicated the relationship between the variables and the effectiveness of Islamic education courses.

Based on the results, the three factors of religious attitude, professor and mutual relationship between professor and student had the greatest effect on the effectiveness of these courses. Therefore, based on the results of the meta-analysis and by insisting on the identified factors related to the effectiveness of the curriculum of Islamic education courses, the necessity of rethinking and transformation in the curriculum of Islamic education courses should always be one of the main concerns of the policy makers and designers of the Islamic education curriculum.

The aim of this study was to meta-analyze the effectiveness of virtual education on students' academic performance. The research method is meta-analysis and the statistical population includes studies that between 2016 and 1400 inside and 2015 to 2020 abroad as a full text article in domestic (Noormags, Magiran and SID) databases and foreign (Pub- Med) were available. In order to collect information, a checklist of research project specifications was used. After reviewing the entry and exit criteria and sensitivity analysis, 20 effect sizes were obtained from 19 studies with meta-analysis conditions. In order to analyze the data, sensitivity analysis, funnel diagram, fixed and random models and heterogeneity analysis were used using CMA software. Analysis of research data showed that virtual education has a positive effect on academic performance. So that after removing six Perth effect sizes, the amount of combined effect size for the random effects model (the model selected for this meta-analysis) was statistically significant. Also, the virtual effects on academic performance are different based on sampling methods; But there is no difference based on gender. According to the results of meta-analysis, it can be said that the use of virtual education is more effective in academic performance and the use of virtual education in the educational system by teachers and educators can have positive effects on students' academic performance.

In recent years, the tendency to cosmetic surgery in Iran has increased. Numerous researches in the field of psycho-social in relation to the tendency to cosmetic surgery have been done among different groups and with different methods. The purpose of this study is using meta-analysis method to analyze and combine the results of studies on psychological and social factors affecting the tendency to cosmetic surgery in Iran. In order to perform meta-analysis, 55 "scientific-research" and "scientific-promotional" articles that were published in this field in Iran during the years (2001-2011) were selected and analyzed. These articles included the conditions and criteria for meta-analysis study. The results showed that the "maladaptive scheme of self-regulation" had the greatest effect on the tendency to cosmetic surgery (r = 0.80). Thus, the average effect size was positive and high. After that, the most influential factors on the tendency to cosmetic surgery were “body deformity disorder”, “histrionic personality disorder”, “inferiority feeling”, “phobic disorder”, “body management” with positive and high effect size, respectively. In addintion, “self-esteem” had negative and high effect size. Findings indicate psychological and social harms in people seeking cosmetic surgery, which results from the cultural atmosphere of society.

Hijab and chastity as an individual-social phenomenon are related to psychological and social variables. The purpose of this study is to meta-analyze the psychological variables associated with hijab and chastity in the two decades of 1377 to 1397. This research is applied based on purpose and descriptive based on data collection method. In its implementation, two methods of systematic review and meta-analysis were used. Comprehensive meta-analysis software (CMA2) was used for statistical analysis of data. The population in this study was the documents published in the databases of Jihad Daneshgahi, the Comprehensive Portal of Humanities, the Iranian Institute of Information Science and Technology, the database of Iranian publications, the Noor specialized journals database and the Civilica database. Twenty-two documents were meta-analyzed based on entry and exit criteria and validated by two evaluators based on the Newcastle-Ottawa scale. The results show that the average overall effect size of studies in the field of psychological factors for the fixed effects model is 0.4 and the random effects model is 0.337, both of which are significant at the level of 0.001. The average size of the overall effect of studies in the field of psychological consequences for the fixed effects model is 0.333 and the random effects model is 0.359, the former is significant at the level of 0.001 and the latter at the level of 0.04. As a result, psychological factors such as psychological structures and endogenous personality traits of the individual and exogenous traits resulting from family upbringing that appear in different degrees and coefficients in individuals affect the state of hijab and chastity. Hijab and chastity also affect some psychological components such as mental health, peace and psychological and social security.