بررسی رابطه خودکارآمدی و عملکرد تحصیلی در دختران با رویکرد فراتحلیل
محورهای موضوعی : فصلنامه زن و جامعه
سیاوش شیخ علیزاده
1
(استادیار، دانشگاه شهید مدنی آذربایجان، تبریز، ایران)
توحید اشرف زاده
2
(دانشجوی دکتری روانشناسی تربیتی، دانشگاه شهید مدنی آذربایجان، تبریز، ایران.)
کلید واژه: خودکارآمدی, فراتحلیل, عملکرد تحصیلی, اندازه اثر, دختران,
چکیده مقاله :
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.
Abstract
Objective: The aim of this research is to combine the studies’ results that had been made on self-efficacy on academic performance of females.
Method: The method of this research is meta-analysis. The populations were available related studies between 1382-1400 and 2002-2021. For gathering data, was used the Mesrabadi research proposal check lists (1389). 127 effect sizes were being investigated based on inclusion and exclusion criteria on 99 primary researches. Sensitivity analysis, fixed and random effects models and the heterogeneity analysis with CMA software was used for data analysis.
Results: The findings indicated that the mean of the total effect of the studies were 0.422 for the fixed effects model and 0.437 for the random effects model. As the effect sizes were heterogeneous type of sample were examined as the mediating variable. The results indicated that in researches that the subjects of the research were first middle school students the effect size of relationship between this two variable is more than to the other researches. The results indicated that the relationship between self-efficacy and academic performance in type of social self-efficacy is more than to the other types of self-efficacy.
Conclusion: The findings showed relationship between self-efficacy and academic performance of females.
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