بررسی عوامل موثر بر خوش‌بینی تحصیلی: فراتحلیل مطالعات موجود

این پژوهش با هدف ترکیب کمی نتایج پژوهش‌های انجام‌شده در زمینۀ خوش‌بینی تحصیلی با استفاده از رویکرد فراتحلیل انجام شد. بدین منظور؛ تمامی مقالات منتشرشده مجلات مختلف درزمینۀ خوش‌بینی تحصیلی از فروردین سال 1392 تا تیرماه 1400 در پایگاه‌های اطلاعاتی جهاد دانشگاهی، مگ ایران و گوگل اسکولار گردآوری و بررسی شد. درنهایت، با استفاده از چک‌لیست بررسی مقالات از لحاظ فنی و روش‌شناختی 47 پژوهش انجام‌گرفته درزمینۀ خوش‌بینی تحصیلی با استفاده از نرم‌افزار cma2 تحلیل شد. نتایج تحقیق منجر به شناسایی 11 عامل موثر بر خوش‌بینی تحصیلی شد که با دسته‌بندی صورت گرفته، 5 عامل اعتماد، تاکید علمی، خودکارآمدی، انگیزش و پیشرفت تحصیلی دارای شدت تاثیر بالاتری بر خوش‌بینی تحصیلی بودند و اثرگذاری آنها در سطح اطمینان 95 درصدی معنادار ارزیابی ‌شده است. همچنین؛ یافته‌های پژوهش نشان داد که اندازۀ اثر عامل‌های اعتماد (0.77)، تاکید علمی (0.772)، خودکارآمدی (0.583)، انگیزش (0.58) و پیشرفت تحصیلی (0.56) گزارش‌شده که قابلیت تبیین و پیش‌بینی خوش‌بینی تحصیلی در بین جوامع هدف یعنی آموزش‌وپرورش و نیز نظام دانشگاهی را دارند. بر این اساس، به مدیران آموزشی پیشنهاد می‌شود که برای توسعۀ خوش‌بینی تحصیلی در نظام آموزشی می‌بایست در گام نخست، فرهنگ اعتماد را تقویت کرد.

factors contributing to academic optimism: meta-analysis of existing studies

the aim of the present research was the quantitative synthesis of the results of studies conducted on academic optimism with a meta-analysis approach. to this end, all the papers on academic optimism in various journals published from april 2013 to october 2021 on sid, magiran, and google scholar were collected and evaluated. finally, 47 studies on academic optimism which met the criteria on the checklist for the technical and methodological review of papers were analyzed in cma 2. our findings show that among the factors contributing to academic optimism, the variables of trust (0.77), academic emphasis (0.772), self-efficacy (0.583), motivation (0.58), and academic progress (0.56) had the largest effect size respectively. these variables can be predictors of academic optimism in target communities, namely the education department and the universities. accordingly, educational managers are recommended to strengthen the culture of trust as the first step in developing academic optimism in the education system.introductionacademic optimism is currently being increasingly highlighted by education scholars because it does not involve students’ socioeconomic status (nourabadi kariman, 2021). academic optimism plays a significant role in the process of training creative students in educational institutions (kulophas et al,2018). a glance at the theoretical principles of academic optimism reveals its roots in the theories of value expectation, hope (goal selection, expectation, and self-efficacy), and perceptual error (barati,2018). a variety of optimism exists for each context: unrealistic optimism, dispositional optimism, dynamic optimism, learned optimism, academic optimism, trait optimism, and state optimism (brown,2014).  among these, academic optimism in educational systems was initially proposed by hoy, tarter and woolfolk hoy (2006) as a common asset for school excellence and a scientific belief for student achievements. this is classified into teacher academic optimism and student academic optimism (barati,2019).research findings reveal that most studies consider academic optimism an independent variable. despite the large body of research conducted on academic optimism, few studies have evaluated factors contributing to academic optimism and reported different effect sizes. thus, the present meta-analysis of all domestic studies on academic optimism was conducted to synthesize their results and determine the mean effect size of variables correlated with academic optimism in iran. the main research questions are to hypothesize which factors contribute to teacher and student academic optimism in iran, and which factors have the greatest combined effect on academic optimism. methodologyto answer the research questions, all the papers published in persian were initially collected from local databases and other search engines by entering the two keywords of “academic optimism” and “scientific optimism”. the search began with the keyword “academic optimism”, but continued with the keywords “role of academic optimism” and “contributing factors to academic optimism” in conjunction with the operator “and”. thus, all the studies conducted from 2013 to 2021 were collected from sid, magiran, and google scholar. the inclusion criteria for the articles in the meta-analysis were publication in reputable scientific-research journals, being focused on academic optimism. a researcher-made checklist was validated and used for data collection to ensure the selected studies had used the correct methodology, and had all the required data for calculating the effect size. in the preliminary review, 52 papers on academic optimism were retrieved, but only 47 papers could pass the checklist and enter analysis stage. data were analyzed in comprehensive meta-analysis software (cma 2). the schmidt and hunts (1982) method was used to convert the results of the analyzed papers into effect sizes.resultsresearch findings show that the variables of trust, academic emphasis, self-efficacy, motivation, and academic progress have the largest effect size. (table 1)discussion and conclusionthe systematic review of the papers showed that studies conducted on academic optimism were rather limited in terms of methodological diversity. the majority of studies were quantitative and field surveys. therefore, qualitative research on academic optimism is seriously needed in educational institutions. hence, the aim of the present research was the quantitative synthesis of the results of studies conducted on academic optimism with a meta-analysis approach. based on the findings of this research, it is recommended that educational managers focus on the variables of trust, academic emphasis, self-efficacy, motivation, and academic progress to increase academic optimism with the support of organizations both in material and human terms in order to create organizational trust and design plans to instill the spirit of trust and self-efficacy in the education system. researchers are also recommended to empirically examine the five factors identified in this research and use meta-synthesis to investigate the contributing factors and outcomes of academic optimism. in the next stage, the results of the meta-analysis must be compared to the results of the quantitative meta-synthesis for further confirmation of contributing factors and outcomes in academic optimism in the education system of iran.