The role of moderating research and non-research factors in meta-analysis of the impact of family, school and individual factors on the academic achievement and decline of high school students

Subject Areas :

Bayramali Ranjgar ¹ , Malek Mirhashemi ² , Hasanpasha Sharifi ³

1 - Department of Psychology, Roudehen Branch, Islamic Azad University, Roudehen, Iran
2 - Department of Psychology, Roudehen Branch, Islamic Azad University, Roudehen, Iran
3 - Department of Psychology, Roudehen Branch, Islamic Azad University, Roudehen, Iran

Received: 2022-04-02 Accepted : 2022-04-02 Published : 2021-08-23

Keywords: Academic Achievement, Family, Dropout, Personal, Schooling, Study characteristics,

Abstract :

Aim: This meta-analysis aims to examine the effects of study and non-study characteristics on academic achievement and drop-outs among Iranian secondary students. Recently reported meta-analytic studies have come to contradicting results and, in some cases, never reported the study and non-study characteristics role in meta-analysis., Method: The published and archived researches in journals, databases, and printed ones are collected. According to the inclusion criteria, 65 articles were included in the analysis. After coding the articles, using Orwin’s method, 98% inter-rater agreement among raters have been gained. The random-effect model of DerSimonien and Laird was used with CMA software. Results: It was revealed that sampling methods in predicting academic achievement,0.336(Z=10.189, P<0.001), and dropout 0.561(Z=6.638, P<0.001); location of research, for achievement 0.358(Z=9.300, P<0.001) and for drop-out0.844(Z=26.984, P<0.001);research design for achievement, 0.289(Z=8.795, P<0.001) and for drop-out0.844(Z=26.074, P<0.001); years research done, for achievement 0.354(Z=17.216, P<0.001) and for drop-out 0.717(95CI%:0.658-0.747, Z=27.844, P<0.001); student gender for achievement 0.346(Z=11.124, P<0.001), and drop-out, 0.643(Z=21.763, P<0.001); and student’s grade, for lower secondary in achievement 0.291(Z=10.911, P<0.001) and for drop-out 0.297(Z=9.930, P<0.001); and for upper secondary in achievement0.263(Z=9.213, P<0.001) and for drop-out 0.737(Z=28.232, P<0.001) have significantly moderated the results. Conclusion: According to the findings, could be concluded that in predicting academic achievement, and dropout, study, and non-study characteristics plays significant roles, so it is recommended to pay attention to these characteristics while reporting meta-analysis findings