Educational Psychology

Abstract In recent years, many researchers have examined the relationship between various variables and academic buoyancy. This study analyzes and reviews the meta-analytic relationship between different variables and academic buoyancy among upper secondary school students. Among Iranian articles (2014–2024) that used correlational statistical methods, 50 articles were examined based on title and abstract, and finally, 16 articles were selected as the final sample according to qualitative and content criteria. Data on effect sizes, sample sizes, and moderator variables were extracted from each article. A random-effects model was used to combine effect sizes, and differences between studies were assessed using the Q test and the I² index. Publication bias was examined using funnel plots. The Duval and Tweedie trim-and-fill test in both fixed- and random-effects models indicated no evidence of publication bias. The Q value obtained in the heterogeneity test was significant at the 0.05 level; therefore, the null hypothesis was rejected with 95% confidence, indicating that the studies were heterogeneous. Based on the meta-analysis results, classroom organization, academic resilience, academic self-efficacy, and school well-being had the largest effect sizes with academic buoyancy, demonstrating a strong relationship with this variable. Affective component, school value, wisdom, and family emotional climate had the smallest effect sizes in relation to academic buoyancy, indicating a weak relationship with this variable.

Abstract The current study aimed to review the effectiveness of problem-solving skills training on anxiety within the framework of meta-analysis. The statistical population of this meta-analysis included available research related to the effectiveness of problem-solving skills training on anxiety in computerized databases in Iran, such as the Scientific Information Database (SID), the National Journal Database (Magiran), Noor specialized magazine website (Noor Mags) between the years 2000 to 2022, as well as foreign scientific databases such as Science Direct, PubMed, and Google Scholar, which were published between 2000 and 2022. Based on the criteria defined for the inclusion and exclusion of primary studies, 21 effect sizes out of 22 primary studies were reviewed and analyzed using CMA software. The overall effect size was assessed according to Cohen's d criterion, indicating a positive effect of problem-solving skills training on anxiety. Since the problem-solving training method leads to the improvement of clinical skills and a reduction in anxiety and stress, it is suggested that problem-solving skills training be included in the school curriculum.

Abstract In the present study, with the aim of determining the effectiveness of interventions based on emotional and social skills and identifying multiple moderators in this field of study, the meta-analysis method was used. After specifying the entry and exit criteria, intervention efforts based on emotional and social competence programs were extracted from the databases, and in this way, 30 studies and 162 effect sizes were selected for the final analysis. The data of the present study were analyzed using the second edition of comprehensive meta-analysis software (CMA2). The results of the data analysis showed that the overall effect size of interventions based on emotional and social competencies on teachers' emotional well-being was 0.598. Also, the results of the analysis showed that there is a significant difference between the effect size of the studied studies according to the gender of the participants, the number of training sessions, and according to the components of the dependent variable. In general, the results showed that although educational interventions based on emotional and social skills have an effective role in increasing the emotional well-being and reducing the psychological disturbance of teachers; focusing on the explanatory role of some moderators such as the target community, the nature of the dependent variables and the number of training sessions has a decisive role.
Key words: meta-analysis, moderators, emotional and social competences, emotional well-being

Abstract Self-esteem is one of the important characteristics of a person's personality, which plays an important role in his success in personal and social life. Self-esteem helps a person strive for success with more enthusiasm and motivation and be positive and optimistic about the future. The present research was conducted by meta-analysis method and by combining the research on the relationship between self-esteem and academic progress. The statistical population of the present meta-analysis of the available research is related to self-esteem and academic progress in the available computer databases in Iran, such as the Academic Jihad Scientific Database (SID), the Information Bank of the country's publications (Magiran), the database of Noor specialized magazines (NoorMagz) from 1386 to 1400 as well as foreign scientific databases Science Direct, PubMed and Google Scholar that were published in the years from 2000 to 2021. Based on the inclusion and exclusion criteria for primary research and sensitivity analysis, 57 effect sizes out of 64 studies were examined by CMA software. The results of this research showed that the effect size of the random model summary was equal to 0.333, which is statistically significant and indicates a positive relationship between self-esteem and academic achievement. As a result, paying attention to learners' self-esteem and formal education in educational environments is a necessity that should be considered more and more.

Abstract The global spread of the virus (Covid-19) has caused an increase in psychological problems in families. Since resilience plays a significant role in people's mental and physical health, the present study was conducted with the aim of meta-analysis on the relationship between Corona anxiety and resilience. The results of the current research showed that there is a moderate and significant relationship between Corona anxiety and resilience. The average effect size of Corona anxiety and resilience in the group of students, medical staff (doctor-nurse) and elderly people is 0.58, respectively, 0.23 and -0.23. This relationship is stronger in the group of students and young people than in the group of nurses and elderly people. To explain the relationship between age and corona anxiety, the meta-regression table was used and the results showed that 22% of the variance The difference between the groups in the effect sizes can be explained by age. The publication bias was done by beg and mazumdar's correlation test, the results explain the symmetry of the effect sizes and there was no publication bias (p<0.05). Considering the high prevalence of anxiety disorders during the spread of the virus (Covid-19) and considering the fact that the effect size of these two variables is strong in students, it is suggested to schools and universities to hold training classes to increase resilience. And since this relationship is weak in health care workers and the elderly, it is better to focus on other factors such as strengthening (spiritual intelligence, increasing salaries, etc.) to reduce anxiety in these two groups...

Abstract During the last three decades, many researchers have investigated gender differences in academic emotions, but many of their results have been contradictory; Therefore, it is necessary to conduct a meta-analysis to achieve a comprehensive result in this field. In this regard, the aim of the current research is to combine the results of existing researches in the field of gender differences in academic emotions. The method used in this research is meta-analysis. The statistical population was all the researches published in the country between 1370-1400. After reviewing the primary studies based on the inclusion and exclusion criteria, 146 effect sizes from 80 selected studies were included in the analysis process. In order to collect information from the Mesrabadi checklist (1395) and to analyze the data, combined effect size with two fixed and random models, funnel plot, sensitivity analysis, and regression were used. In this research, Hedges g index was used among the types of d indices. The results showed that the difference obtained in the index of total academic emotions and types of emotions, according to the interpretation of Cohen's d criterion, is lower than the small level. Considering the heterogeneity of the effect sizes, sub-components were analyzed. Based on the obtained effect sizes, there is no difference between girls and boys in all kinds of academic emotions...

Abstract The purpose of the present research was descriptive, analysis and synthesis analysis presented in the context of factors influencing self-regulation strategy in learning. This research method is the meta-analysis. The statistical population of the research includes all scientific and research articles, a research project at the Research Center of Education Organization and thesis at the University of Mohaghegh Ardebili and Razi between 1380 -1394. In the research carried out, 11 were selected for review. Data analysis was performed with the help of software Spss.vs.22, CMA2 & EXCEL. To calculate effect size used of G Hedges and fixed effect and random effect model, to study significant of frequency in research use of method counting (chi-square) and in order to combination effects size were used of T Vainer possible combination method. To fix the problem publication bias in primary studies used of chart funnel that shows publication bias in the primary study at test anxiety variable. To fix this problem was used for tow models of fixed and random effects of Dual and Tweedy fitness test. In order to cheek homogeneity studies I2 and Q test was used that showed the primary studies are not homogeneous. Also, The calculated effect size was significant for studies under both models fixed and random statistically for variable examined. Finally, 10 factors affecting the self-regulation strategy were identified and their significance evaluated. Among the identification factors, the highest index of the calculated effect size was related to the collaborative learning of the type of Jigsaw Variable.

Abstract The purpose of this study is to provide a meta-analysis method for combining the Quantitative Result of different study about relationship between goal orientation and academic achievement. To achieve this goal, we used the qualitative findings of 23 researches from which 82 effect sizes were obtained. The statistical population of the study is all articles in SID database . After considering the inclusion and exclusion criteria, the selected statistical indicators were analyzed by CMA software version 2. The size of combined effect of random model was 207/0 for Mastery Goal Orientations, 020/0 for Mastery -avoidance goals, 094/0 for Performance Goal Orientations ،, and 068/0- for performance-avoidance goals. this effect sizes were significant for Mastery and performance Goal Orientations and Non-significant for Mastery and performance -avoidance goals. Being significant effect size for Mastery and performance Goal Orientations represents both a significant and a positive impact on educational attainment. But, according to Cohen's criteria, this effect size has a slight effect. In other words, this relationship is low in the studied population.