رابطه تاب‌آوری و سرزندگی تحصیلی: فراتحلیل با رویکرد تفکیکی براساس مقطع و پایه تحصیلی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دکتری تخصصی روان‌شناسی تربیتی، گروه روان‌شناسی تربیتی، واحد رودهن، دانشگاه آزاد اسلامی، رودهن، ایران

2 گروه علم اطلاعات و دانش‌شناسی، واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران.

10.22091/jrim.2025.13278.1319

چکیده

تاب‌آوری و سرزندگی تحصیلی از عوامل کلیدی موفقیت دانش‌آموزان هستند، اما شواهد تجمعی و مقایسه‌ای بر اساس مقطع و پایه تحصیلی هنوز ارائه نشده است. این فراتحلیل برای اولین‌بار در ایران با رویکرد تفکیکی، رابطه این دو متغیر را بررسی می‌کند. این مطالعه شامل 15 پژوهش همبستگی است که بین سال‌های 1395 تا ۱۴۰۳ در ایران انجام‌شده و به زبان فارسی منتشرشده‌اند. برای انتخاب مطالعات، معیارهایی مانند استفاده از ابزارهای معتبر، ارائه داده‌های کافی برای محاسبه اندازه اثر و انجام پژوهش به‌صورت همبستگی در نظر گرفته شد. برای غربالگری و انتخاب مطالعات از چارچوب PRISMA و چک‌لیست JBI استفاده شده است. منابع شامل مقالات علمی-پژوهشی داخلی و پایان‌نامه‌های موجود در پایگاه‌های نورمگز، مگیران، پرتال علوم انسانی، علم نت، سیویلیکا، جهاد دانشگاهی و ایرانداک بودند. پس از جستجو براساس کلیدواژه‌های مرتبط و اعمال معیارهای ورود و خروج، پژوهش‌های نهایی انتخاب شدند. داده‌ها پس از غربالگری با استفاده از نرم‌افزار CMA2 تحلیل شدند. نتایج نشان داد اندازه اثر ترکیبی در مدل اثرات ثابت برابر با 414/۰ و برای مدل اثرات تصادفی برابر با 396/۰ به‌دست‌آمده است (P<0/05) که بر اساس شاخص کوهن اندازه اثرهایی متوسط هستند. فراتحلیل نشان داد رابطه بین تاب‌آوری و سرزندگی تحصیلی در دانشجویان (479/0) و دانش‌آموزان (353/0) مثبت و معنادار است (P<0.05)؛ شدت این رابطه در مقطع دانشجویی بیشتر گزارش شد. همچنین نتایج فراتحلیل نشان داد که رابطه بین تاب‌آوری و سرزندگی تحصیلی در تمامی پایه های ابتدایی، متوسطه و دانشگاه معنادار است   (P<0.05)  اندازه اثر ترکیبی در پایه ابتدایی 273/0(ضعیف)، در پایه متوسطه 522/0-526/0 (قوی) و در پایه دانشگاه 479/0-496/0 (متوسط تا قوی) بود. شدت رابطه در پایه متوسطه بالاترین و در ابتدایی کمترین بود. یافته‌ها می‌توانند به طراحی مداخلات آموزشی و ارتقای تاب‌آوری و سرزندگی تحصیلی کمک کنند. مجذور I نشان می‌دهد که 91٫061 درصد از پراکنش موجود در اندازه اثر پژوهش‌های اولیه نشان‌دهنده ناهمگنی زیاد در این مطالعات است.

تازه های تحقیق

فراتحلیل حاضر برای اولین‌بار در ایران اندازه اثر رابطه تاب‌آوری و سرزندگی تحصیلی را محاسبه کرد تا ترکیب کمی جامعی از پیشینه پژوهش‌های صورت‌گرفته در سال‌های اخیر ارائه دهد. برای این منظور اطلاعات موردنیاز ۱۵ مطالعه در کاربرگ فراتحلیل ثبت شد. در مقطع ابتدایی، اندازه اثر ترکیبی برابر با 0.273 در هر دو مدل اثرات ثابت و تصادفی به‌دست آمد که نشان‌دهنده رابطه‌ای نسبتاً ضعیف است. در مقطع متوسطه، اندازه اثر ترکیبی در مدل اثرات ثابت برابر با 0.526 و در مدل اثرات تصادفی برابر با 0.522 بود که نشان‌دهنده رابطه‌ای نسبتاً قوی و معنادار بین تاب‌آوری و سرزندگی تحصیلی در این مقطع است. همچنین در مقطع دانشگاه، اندازه اثر ترکیبی در مدل اثرات ثابت برابر با 0.496 و در مدل اثرات تصادفی برابر با 0.479 گزارش شد.

تفاوت در شدت اندازه اثر ممکن است ناشی از ویژگی‌های نمونه، ابزارهای سنجش متفاوت یا تفاوت‌های فرهنگی و آموزشی باشد. به طور کلی، جهت رابطه مثبت در مطالعات ایرانی نشان می‌دهد که تاب‌آوری به‌طور پیوسته با افزایش سرزندگی تحصیلی همراه است، به ویژه در مقاطع بالاتر.

کلیدواژه‌ها


عنوان مقاله [English]

The Relationship Between Resilience and Academic Vitality: A Meta-Analysis with a Stratified Approach Based on Educational Level and Grade

نویسندگان [English]

  • Seyyed Mehdi Sarkeshikiyan 1
  • Marzieh Yari Zanganeh 2
1 PhD in Educational Psychology, Department of Educational Psychology, Islamic Azad University, Rudehen Branch, Rudehen, Iran
2 Department of Knowledge and Information Science, Islamic Azad University, Marvdasht Branch, Marvdasht, Iran.
چکیده [English]

Academic resilience and vitality are key factors in student success, but cumulative and comparative evidence based on educational level and grade has not yet been presented. This meta-analysis, the first of its kind in Iran, examines the relationship between these two variables with a disaggregated approach. This study includes 15 correlational studies conducted in Iran between 2016 and 2024 and published in Persian. To select the studies, criteria such as using valid instruments, providing sufficient data to calculate the effect size, and conducting the research with a correlational design were considered. The PRISMA framework and JBI checklist were used to screen and select the studies. Sources included domestic scientific research articles and theses available in the databases of Magiran, Noormags, Ensani (Humanities Portal), Alamnet, Civilica, SID, and Irandoc. After searching based on relevant keywords and applying inclusion and exclusion criteria, the final studies were selected. The data were analyzed using CMA-2 software. The results showed that the combined effect size in the fixed-effects model was 0.414 and in the random-effects model was 0.396 (p < .05), which indicate medium effect sizes based on Cohen’s criteria. The meta-analysis showed that the relationship between resilience and academic vitality in school students (0.353) and university students (0.479) was positive and significant (p < .05); the intensity of this relationship was reported to be higher at the university level. The results of the meta-analysis also showed that the relationship between resilience and academic vitality was significant at the primary, secondary, and university levels (p < .05). The combined effect size at the primary level was 0.273 (small), at the secondary level 0.522 (strong), and at the university level 0.479 (moderate to strong). The strength of the relationship was highest in secondary school and lowest in primary school. These findings can help design educational interventions to promote academic resilience and vitality. The I² statistic shows that 91.06% of the variance in the effect size of the primary studies is explained by high heterogeneity among these studies.

کلیدواژه‌ها [English]

  • meta-analysis
  • resilience
  • academic vitality
  • academic level
  • academic background
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