فراتحلیل رابطه حمایت اجتماعی و عملکرد تحصیلی
محورهای موضوعی : روانشناسی تربیتی
عمادالدین احراری
1
,
جواد مصرآبادی
2
,
سیدقاسم مصلح
3
1 - دانشجوی دکتری روانشناسی تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید مدنی آذربایجان، تبریز، ایران
2 - استاد روانشناسی تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید مدنی آذربایجان، تبریز، ایران
3 - دانشجوی دکتری روانشناسی تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید مدنی آذربایجان، تبریز، ایران.
کلید واژه: حمایت اجتماعی, فراتحلیل, عملکرد تحصیلی,
چکیده مقاله :
حمایت اجتماعی به عنوان متغیری مرتبط و تأثیرگذار بر عملکرد تحصیلی، در پژوهش‌های متعددی مورد بررسی قرار گرفته که نتایج متفاوت و بعضاً متناقض این پژوهش‌ها، ضرورت یک مطالعه فراتحلیلی را برجسته می‌سازد. پژوهش حاضر با هدف ترکیب یافته‌های 12 سال پژوهش که در داخل و خارج کشور به بررسی رابطۀ حمایت اجتماعی و عملکرد تحصیلی پرداخته بودند، انجام شد. جامعه آماری شامل پژوهش‌های داخلی و خارجی چاپ‌شده و در دسترس مرتبط با موضوع بود که به ترتیب در سال‌های 1400-1389 و 2021-2009 انتشار یافته‌اند. براساس ملاک‌های ورود و خروج 55 پژوهش و 101 اندازه اثر برگزیده شد که درنهایت پس از تحلیل حساسیت و حذف اندازه اثرهای افراطی 79 اندازه اثر وارد تحلیل شد. یافته‌ها نشان داد که اندازه اثر ترکیبی برای مدل ثابت 189/0 و برای مدل تصادفی 220/0 بود. در این پژوهش، جنسیت و سن به ترتیب به‌عنوان متغیرهای تعدیل‌کننده کیفی و کمی مورد بررسی قرار گرفتند. نتایج نشان داد که بین اندازه اثرهای رابطه حمایت اجتماعی و عملکرد تحصیلی براساس جنسیت تفاوت معناداری وجود نداشت. همچنین نتایج فرارگرسیون نشان داد که با افزایش میانگین سنی از میزان اندازه اثر به مقدار بسیار ناچیز و معناداری کاسته می‌شود و سهم اندکی از ناهمگنی کل توسط میانگین سنی پژوهش‌های اولیه تبیین می‌شود. درنتیجه بر مبنای اندازه اثرهای به‌دست‌آمده حمایت اجتماعی در افزایش عملکرد تحصیلی دانشآموزان مؤثر است.
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.
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_||_Ahrari, E., Najafi, M., & Mohammadifar, M. (2018). The Relation of Emotional Intelligence and Academic Achievement: The Mediating Role of Self-Esteem and Social Support. Journal of Educational Psychology Studies, 15(30), 1-28. [In Persian]
Bal-Taştan, S., Davoudi, S. M. M., Masalimova, A. R., Bersanov, A. S., Kurbanov, R. A., Boiarchuk, A. V., & Pavlushin, A. A. (2018). The impacts of teacher’s efficacy and motivation on student’s academic achievement in science education among secondary and high school students. EURASIA Journal of Mathematics, Science and Technology Education, 14(6), 2353-2366.
Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual review of psychology, 52(1), 1-26.
Bisson, K. H. (2017). The Effect of anxiety and depression on college students’ academic performance: Exploring social Support as a moderator. master’s thesis, Abilene Christian University, Electronic Thesis and Dissertations.
Browning, M. H., & Rigolon, A. (2019). School green space and its impact on academic performance: A systematic literature review. International journal of environmental research and public health, 16(3), 429.
Chadwick, K. A., & Collins, P. A. (2015). Examining the relationship between social support availability, urban center size, and self-perceived mental health of recent immigrants to Canada: a mixed-methods analysis. Social Science & Medicine, 128, 220-230.
China, F. T. (2015). The Relationship Between Social Support, Social Adjustment, Academic Adjustment, and Academic Performance Among College Students in Tanzania. Doctoral dissertation, The Azad University of Tanzania.
Choi, C., Lee, J., Yoo, M. S., & Ko, E. (2019). South Korean children's academic achievement and subjective well-being: The mediation of academic stress and the moderation of perceived fairness of parents and teachers. Children and Youth Services Review, 100, 22-30.
Chu, P. S., Saucier, D. A., & Hafner, E. (2010). Meta-analysis of the relationships between social support and well-being in children and adolescents. Journal of social and clinical psychology, 29(6), 624-645.
Cohen, S. (2004). Social relationships and health. American Psychologist, 59(8), 676-684.
D’Alessio, F. A., Avolio, B. E., & Charles, V. (2019). Studying the impact of critical thinking on the academic performance of executive MBA students. Thinking Skills and Creativity, 31, 275-283.
Feizy, A., Mesrābādi, J. (2015). Meta-analysis of effectiveness of group teaching methods on learners’ cognitive, emotional and social indicators. Educational Innovations, 14(4), 100-123. [In Persian]
Francis, B. K., & Babu, S. S. (2019). Predicting academic performance of students using a hybrid data mining approach. Journal of medical systems, 43(6), 1-15.
George, L. K., Okun, M. A., & Landerman, R. (1985). Age as a moderator of the determinants of life satisfaction. Research on Aging, 7, 209–233.
Higgins, J. P., Thompson, S. G., Deeks, J. J., & Altman, D. G. (2003). Measuring inconsistency in meta-analyses. British Medical Journal, 327(7414), 557-560.
Iglesia, G. D, Stover, J. B., & Liporace, M. F. (2014). Perceived social support and academic achievement in Argentinean college students. Europe's Journal of Psychology, 10(4), 637–649.
Jensen, M. P., Smith, A. E., Bombardier, C. H., Yorkston, K. M., Miró, J., & Molton, I. R. (2014). Social support, depression, and physical disability: age and diagnostic group effects. Disability and health journal, 7(2), 164-172.
Kareshki, H. & Mohseni, N. (2016). Motivation in Learning and Instruction (theories and applications). Tehran: Avayenoor.
Kaur, K. & Beri, N. (2020). Social support and academic success: a correlational study. Journal of critical reviews, 7(19), 1925-1929.
Keat, K. L.W., Chin, W.S., & Seong, L.C. (2018). Undergraduates’ Academic Performance, Self-Esteem and Perceived Social Support as Determinants of Perceived Stress. International Journal of Human Resource Studies, 8(4), 95-111.
Li, J., Han, X., Wang, W., Sun, G., & Cheng, Z. (2018). How social support influences university students' academic achievement and emotional exhaustion: The mediating role of self-esteem. Learning and Individual Differences, 61, 120-126.
Mesrabadi, J. (2016). Meta Analysis: Concept, Software & Reporting. Tabriz: Azarbaijan Shahid Madani University. [In Persian]
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