با همکاری مشترک دانشگاه پیام نور و انجمن روانشناسی اجتماعی ایران

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی روانشناسی تربیتی، دانشگاه شهید مدنی آذربایحان، تبریز، ایران.

2 استاد گروه روانشناسی تربیتی، دانشگاه شهید مدنی آدربایجان، تبریز، ایران.

3 دانشجوی دکتری روانشناسی تربیتی، دانشگاه شهید مدنی آذربایحان، تبریز، ایران.

چکیده

این پژوهش با هدف ترکیب کمّی پژوهش‌ها در حوزه رابطه بین شاخص های رشد اجتماعی و پیشرفت تحصیلی با استفاده از روش فراتحلیل انجام شد. همچنین تعیین نقش متغیرهای تعدیل کننده همچون انواع شاخص های رشد اجتماعی، متغیر وابسته، محل انجام پژوهش، جنسیت و سن آزمودنی‌ها بر این رابطه از دیگر اهداف این فراتحلیل بود. بر طبق ملاک‌های ورودی و خروجی 42 مطالعه اولیه مورد تحلیل قرار گرفتند. پس از حذف یک اندازه اثر پرت بر اساس نتایج نمودار قیفی، اندازه اثر ترکیبی بین این دو متغیر برابر با 33/0 به دست آمد. همچنین تحلیل‌های ناهمگنی نشان از نقش احتمالی متغیرهای تعدیل‌کننده بر روابط بین این دو سازه داشت. سرمایه اجتماعی و حمایت اجتماعی دارای اندازه اثر بزرگ تری نسبت به سایر شاخص ها در رابطه بین شاخص های رشد اجتماعی بر پیشرفت تحصیلی بودند. در رابطه با متغیر وابسته، استفاده از معدل دروس ادبیات و ریاضی به عنوان متغیر وابسته اندازه اثر بیشتری نسبت به استفاده از معدل کل تحصیلی به عنوان متغیر وابسته داشت. همچنین مشخص شد که اندازه اثرهای اجرای پژوهش در مدرسه تفاوت چندانی با اجرای پژوهش در دانشگاه ندارد. در ارتباط با جنسیت نیز مشخص شد که اندازه اثرهای رابطه بین شاخص های رشد اجتماعی و پیشرفت تحصیلی در مردان اندکی بالاتر از زنان است. همچنین با افزایش سن آزمونی‌ها اندازه‌های اثر رابطه بین دو متغیر مذکور افزایش می‌یابد.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Meta-Analysis of the Role of Social Indicators in Academic Achievement

نویسندگان [English]

  • Marziye Eskandaripour 1
  • Javad Mesrabadi 2
  • Masoud Baghbani 3

1 Student of Educational Psychology, Shahid Madani University of Azerbaijan, Tabriz, Iran.

2 Professor, Department of Educational Psychology, Shahid Madani University of Azerbaijan, Tabriz, Iran.

3 PhD student in Educational Psychology, Shahid Madani University of Azerbaijan, Tabriz, Iran.

چکیده [English]

This research was conducted with the aim of quantitatively combining researches in the field of relationship between social growth indicators and academic achievement using meta-analysis method. Also, determining the role of variables such as types of social growth indicators, dependent variable, place of research, the gender and age of subjects on this relationship was another goal of this meta-analysis. According to the entry criteria, 42 primary studies were analyzed. After removing an outlier effect size based on the results of the funnel plot, the summery effect size between these two variables was equal to 0.33. Also, heterogeneity analysis showed the possible role of moderating variables on the relationship between these two constructs. Social capital and social support had a larger effect size than other indicators in the relationship between social growth indicators on academic achievement. In relation to the dependent variable, using the GPA of literature and math courses as the dependent variable had a greater effect than using the overall academic GPA as the dependent variable. It was also found that the effect size of research implementation in school is not much different from research implementation in university. In relation to gender, it was also found that the effect size of the relationship between social growth indicators and academic achievement is slightly higher in men than in women. Also, the effect sizes of the relationship between the two mentioned variables increase with the age of the examinees.

کلیدواژه‌ها [English]

  • Academic Achievement
  • Effect Size
  • Meta-Analysis
  • Social Growth Indicators
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