Document Type : Research Paper
Authors
1 Department of Psychology, Faculty of Economics and Social Sciences, Bu-Ali Sina University, Hamedan, Iran
2 Master's student in Psychology, Bu-Ali Sina University, Hamedan, Iran.
Abstract
In recent years, many researchers have investigated the relationship between various variables and academic buoyancy. This study conducts a meta-analysis to examine the relationship between different variables and academic buoyancy among high school students. In this research, among the articles that employed correlational statistical methods, 50 articles were reviewed based on their titles and abstracts. Ultimately, 16 articles were selected as the final sample based on qualitative and content criteria, and data related to effect size, sample size, and moderator variables were extracted from each article. A random-effects model was used to combine the effect sizes, and differences between studies were assessed using the Q-test and I² index. Publication bias was examined and controlled using funnel plots. The Duval and Tweedie trim-and-fill test for fixed and random-effects models indicated that there was no publication bias. The Q-test results for study heterogeneity were significant at the 0.05 level, thus rejecting the null hypothesis with 95% confidence and indicating that the studies were heterogeneous. Moreover, the variables of classroom organization, academic resilience, academic self-efficacy, and school well-being showed the highest effect sizes with academic buoyancy. These findings indicate a strong relationship between these variables and academic buoyancy. On the other hand, the variables of emotional component, school value, wisdom, and family emotional climate had the smallest effect sizes concerning academic buoyancy, indicating a weak relationship between these variables and academic buoyancy.
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