فراتحلیل رابطه خودکارآمدی و عملکرد تحصیلی (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
پژوهش حاضر با هدف فراتحلیل رابطه خودکارآمدی و عملکرد تحصیلی انجام شده است. روش مورد استفاده در این پژوهش فراتحلیل می باشد. جامعه آماری پژوهش شامل مطالعات در دسترس بود که در بین سال های 1381 تا 1398 منتشر شده بود. به منظور جمع آوری اطلاعات از چک لیست مشخصات طرح های پژوهشی مصرآبادی (1389) استفاده شد. پس از بررسی ملاک های ورود و خروج، 146 اندازه اثر از 130 مطالعه دارای شرایط فراتحلیل به دست آمد. به منظور تجزیه و تحلیل داده ها از تحلیل حساسیت، نمودار قیفی، مدل های ثابت و تصادفی و تحلیل ناهمگنی با استفاده از CMA استفاده شد. تحلیل اطلاعات حاصل از پژوهش ها نشان داد که میانگین اندازه اثر کلی پژوهش های مورد بررسی برای مدل اثرات ثابت 384/0 و برای مدل اثرات تصادفی 390/0 است. با توجه به ناهمگونی اندازه های اثر، جنس و نوع نمونه مورد استفاده در پژوهش-ها به عنوان متغیرهای تعدیل کننده بررسی شدند. نتایج نشان داد که اندازه اثر رابطه خودکارآمدی با عملکرد تحصیلی در پژوهش هایی که از آزمودنی دختر برای پژوهش استفاده شده، نسبت به سایر پژوهش ها بیشتر است. همچنین اندازه اثر رابطه این دو متغیر در پژوهش هایی که از دانشجویان به عنوان نمونه استفاده شده، نسبت به سایر پژوهش ها بیشتر است. نتایج نشان دادند که از میان انواع خودکارآمدی، خودکارآمدی ریاضی بیشترین ارتباط را با عملکرد تحصیلی یادگیرندگان دارد. بر پایه اندازه اثرهای به دست آمده می توان دریافت که خودکارآمدی بر عملکرد تحصیلی تأثیر می گذارد.A Meta-Analysis of the Relationship Self-Efficacy and Academic Performance
Academic performance is a complex phenomenon that is influenced by the interaction of various factors that one of this factors is self-efficacy. Self-efficacy may be defined as an individual’s belief in his or her ability to succeed in a specific situation or accomplish a specific task. Over the past two decades, many researchers have examined the relationship between self-efficacy and academic performance, which yielded different results. According to this, the purpose of the present study was to analyze and combine the results of the researches in this field and reach a general conclusion and resolve the existing contradictions and discover possible moderators. Method:According to the purpose of this study, the present study was conducted by meta-analysis method. The statistical population of the present study was all research published in scientific valid journal which was available in computer databases and examined the relationship between self-efficacy and academic performance. The extracted data were analyzed with CMA software. Results:From selected studies as sample, in total, 146 effect sizes were extracted which 9 extreme effect sizes were eliminated in sensitivity analysis and the next analyzes were performed on 137 effect sizes. The value of “fail-safe N” statistic was obtained 4848, which indicated that after entering this number of non-significant studies, the combined effect size will be non-significant. The amount of combined effect size calculated 0.384 in fixed model and 0.390 in random model that both of them were statistically significant (p < 0.001) which indicated that the positive and significant relationship between self-efficacy and academic performance. The results indicated that the effect size of relationship between self-efficacy and academic performance in researches that used of female sample is more than to the other researches. Also the results indicated that in researches the subjects of the research were university 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 math self-efficacy is more than to the other types of self-efficacy. Discussion:The results of the study showed that self-efficacy had a significant effect on the academic performance and based on cohen's criterion, the effect size of this relationship was found to be moderate (ES=0/390).it has been assumed that self-efficacy is one of the most important factors or predictors for learners to achieve learning success. .
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