فراتحلیل اثربخشی مداخلات روانشناختی (روانی – آموزشی) بر خودکارآمدی دانشجویان در ایران به روش هویت و کرامر

ﻣﻘﺪﻣﻪ: ﺧﻮدﮐﺎرآﻣﺪی ﭘﯿﺶ ﺑﯿﻨﯽ ﮐﻨﻨﺪه ﻣﻬﻢ ﻣﻮﻓﻘﯿﺖ ﺗﺤ ﺼﯿﻠﯽ ﺷﻨﺎﺧﺘﻪ ﻣﯽ ﺷﻮد، ﺑﺪﯾﻦ ﻣﻨﻈﻮر ﭘﮋوﻫﺶ ﻫﺎی ﻣﺘﻌﺪد رواﻧﺸﻨﺎﺧﺘﯽ ﺑﺮای ارﺗﻘﺎی ﺧﻮدﮐﺎرآﻣﺪی اﻧﺠﺎم ﮔﺮدﯾﺪه اﺳﺖ. ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﯾﮏ ﭘﮋوﻫﺶ ﻓﺮاﺗﺤﻠﯿﻞ اﺳﺖ ﮐﻪ ﺑﺎ ﻫﺪف ﺑﺮرﺳﯽ ﻣﯿﺰان اﺛﺮﺑﺨﺸﯽ ﻣﺪاﺧﻼت رواﻧﺸﻨﺎﺧﺘﯽ رواﻧﯽ – آﻣﻮزﺷﯽ ﺑﺮ ﺧﻮدﮐﺎرآﻣﺪی در داﻧﺸﺠﻮﯾﺎن اﯾﺮاﻧﯽ ﻃﯽ ﺳﺎﻟﻬﺎی 1388 ﺗﺎ 1400 اﻧﺠﺎم ﺷﺪ. روش ﮐﺎر: ﺟﺎﻣﻌﻪ آﻣﺎری ﭘﮋوﻫﺶ ﺷﺎﻣﻞ ﻣﻄﺎﻟﻌﺎت ﻣﻨﺘ ﺸﺮ ﺷﺪه در ﻣﺠﻼت ﻋﻠﻤﯽ ﭘﮋوﻫ ﺸﯽ و ﭘﮋوﻫﺶﻫﺎی ﻧﻤﺎﯾﻪ ﺷﺪه ﻧﻮﯾ ﺴﻨﺪﮔﺎن اﯾﺮاﻧﯽ در ﺧﺎرج از ﮐ ﺸﻮر ﺑﻮد. ﭘﺲ از ﺗ ﺼﺮﯾﺢ ﻣﻼکﻫﺎی ورود و ﺧﺮوج، ﺗﻼشﻫﺎی ﻣﺪاﺧﻼت رواﻧﺸﻨﺎﺧﺘﯽ رواﻧﯽ- آﻣﻮزﺷﯽ ﺑﺮ ﺧﻮدﮐﺎرآﻣﺪی داﻧﺸﺠﻮﯾﺎن در ﻓﺎﺻﻠﻪ زﻣﺎﻧﯽ ﺑﯿﻦ ﺳﺎلﻫﺎی 1388 ﺗﺎ 1400 از ﺑﺎﻧﮏﻫﺎی اﻃﻼﻋﺎﺗﯽ اﺳﺘﺨﺮاج و از ﺑﯿﻦ آنﻫﺎ، ﺗﻌﺪاد 34 ﭘﮋوﻫﺶ ﺑﺎ 34 اﻧﺪازه اﺛﺮ ﺑﺮای ﺗﺤﻠﯿﻞ ﻧﻬﺎﯾﯽ اﻧﺘﺨﺎب ﺷﺪﻧﺪ. اﺑﺰار ﭘﮋوﻫﺶ ﺑﺮای ﺗﺤﻠﯿﻞ دادهﻫﺎ، ﺳﯿﺎﻫﻪ وارﺳﯽ ﻓﺮاﺗﺤﻠﯿﻞ ﺑﻮد و ﻣﺮاﺣﻞ اﻧﺠﺎم ﻓﺮاﺗﺤﻠﯿﻞ ﺑﺮاﺳﺎس روش ﻓﺮاﺗﺤﻠﯿﻞ ﻫﻮﯾﺖ و ﮐﺮاﻣﺮ 2005 ﺑﻮد. از ﻣﺠﻤﻮع 62 ﻣﻄﺎﻟﻌﻪ، 34 ﻣﻄﺎﻟﻌﻪ ﺷﺎﻣﻞ 1645 ﺷﺮﮐﺖﮐﻨﻨﺪه ﻣﻌﯿﺎرﻫﺎی واﺟﺪ ﺷﺮاﯾﻂ ﺑﻮدن را داﺷﺘﻨﺪ. ﻧﺘﺎﯾﺞ: اﻧﺪازه اﺛﺮ ﮐﻠﯽ ﻣﻄﺎﻟﻌﻪ ﺣﺎﺿﺮ ﺑﺮاﺑﺮ ﺑﺎ 0/48 ﺑﻪ د ﺳﺖ آﻣﺪ ﮐﻪ ﺑﺮاﺳﺎس ﻧﺘﺎﯾﺞ ﺟﺪول ﺗﻔﺴﯿﺮ d ﮐﻮﻫﻦ، ﻣﯿﺰان اﻧﺪازه اﺛﺮ ﻣﺘﻮﺳﻂ ﺑﻮد ﮐﻪ ﻣﻌﻨﺎدار ﺑﻪ ﺣﺴﺎب ﻣﯽ آﯾﺪ 0/00001.

meta-analysis of psychological interventions’ effectiveness (psycho-educational) on students’ self-efficacy using howitt and cramer methods in iran (2005)

introduction: self-efficacy is considered a major predictor of academic achievement, and several psychological studies have attempted to promote this factor in iranian students. the present meta-analysis research aimed to review the effectiveness of psychological interventions psycho-educational on iranian students’ self-efficacy. methods: the current study was a meta-analysis in terms of purpose. the statistical population comprised articles by iranian researchers published in scientific journals and indexed in foreign databases. based on the inclusion and exclusion criteria, psycho-educational psychological interventions on self-efficacy  of students’ from databanks during years 2009 to 2021 were extracted which among 34 studies with 34 effect sizes were selected for final analysis. the instrument applied for the data analysis was the meta-analysis checklist, and the stages of the meta-analysis were conducted according to the technique proposed by howitt and cramer 2005 . after investigating 62 studies, 34 studies including 1645 participants were found to meet the entry criteria.results: the overall effect size of the current study was 0.48 that was moderate and significant p< 0.00001 based on cohen’s d interpretation table. psychological interventions had the greatest effect size for the educational dimension es = 0.52 , followed by other self-efficacy dimensions es = 0.51 and the general dimension es= 0.45 , respectively.