بررسی رابطه خودکارآمدی و عملکرد تحصیلی در دختران با رویکرد فراتحلیل
الموضوعات : فصلنامه زن و جامعهسیاوش شیخ علیزاده 1 , توحید اشرف زاده 2
1 - استادیار، دانشگاه شهید مدنی آذربایجان، تبریز، ایران
2 - دانشجوی دکتری روانشناسی تربیتی، دانشگاه شهید مدنی آذربایجان، تبریز، ایران.
الکلمات المفتاحية: خودکارآمدی, فراتحلیل, عملکرد تحصیلی, اندازه اثر, دختران,
ملخص المقالة :
هدف: پژوهش حاضر با هدف ترکیب مطالعات انجام شده در حوزه اثربخشی خودکارآمدی بر عملکرد تحصیلی دختران انجام شده است.
روش: روش مورد استفاده در این پژوهش فراتحلیل می‌باشد. جامعه آماری پژوهش شامل مطالعات در دسترس بود که در بین سال‌های 1382 تا 1400 و 2002 تا 2021 منتشر شده بود. به منظور جمع‌آوری اطلاعات از چک لیست مشخصات طرح‌های پژوهشی مصرآبادی (1389) استفاده شد. پس از بررسی ملاک‌های ورود و خروج، 127 اندازه اثر از 99 مطالعه دارای شرایط فراتحلیل به دست آمد. به منظور تجزیه و تحلیل داده‌ها از تحلیل حساسیت، نمودار قیفی، مدل‌های ثابت و تصادفی و تحلیل ناهمگنی با استفاده از CMA استفاده شد.
یافته‌ها: تحلیل اطلاعات حاصل از پژوهش‌ها نشان داد که میانگین اندازه اثر کلی پژوهش‌های مورد بررسی برای مدل اثرات ثابت 422/0 و برای مدل اثرات تصادفی 437/0 است. با توجه به ناهمگونی اندازه‌های اثر، نوع نمونه مورد استفاده در پژوهش‌ها به عنوان متغیرهای تعدیل کننده بررسی شد. نتایج نشان داد که اندازه اثر رابطه خودکارآمدی با عملکرد تحصیلی دختران در پژوهش‌هایی که از دانش آموزان راهنمایی به عنوان نمونه استفاده شده، نسبت به سایر پژوهش‌ها بیشتر است. همچنین نتایج نشان دادند که از میان انواع خودکارآمدی، خودکارآمدی اجتماعی بیشترین ارتباط را با عملکرد تحصیلی دختران دارد.
نتیجه‌گیری: بر پایه اندازه اثرهای به دست آمده می‌توان دریافت که بین خودکارآمدی و عملکرد تحصیلی دختران رابطه وجود دارد.
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