دانشگاه اصفهان رویکردهای نوین آموزشی 2423-6780 20 2 2025 09 23 Meta-Analysis of Educational-Psychological Interventions on Academic Enthusiasm of High School Students فراتحلیل مداخلات آموزشی- روان‌شناختی بر اشتیاق تحصیلی دانش‌آموزان دورۀ دوم متوسطه 35 66 29847 10.22108/nea.2025.144435.2109 FA ابوالقاسم یعقوبی استاد روان‌شناسی، گروه روان‌شناسی، دانشکدۀ علوم اقتصادی و اجتماعی، دانشگاه بوعلی سینا، همدان، ایران. فاطمه مرادیانی کاندیدای دکتری روان‌شناسی تربیتی، گروه روان‌شناسی، دانشکدۀ علوم اقتصادی و اجتماعی، دانشگاه بوعلی سینا، همدان، ایران. 0009-0001-1001-1067 محمدرضا روشنایی کاندیدای دکتری روان‌شناسی، گروه روان‌شناسی، دانشکدۀ علوم اقتصادی و اجتماعی، دانشگاه بوعلی سینا، همدان، ایران. Journal Article 2025 02 21 This study aimed to systematically evaluate educational-psychological interventions on academic enthusiasm in high school students through a meta-analytic approach. The research was designed as a descriptive study with utilizing quantitative data analysis. Research population comprised of scientific research articles and master’s theses available in domestic databases, specifically addressing academic enthusiasm in high school students between 2014 and 2024. A total of 25 studies meeting the inclusion criteria were selected and subjected to meta-analysis. To calculate the effect size, Hedges' g indices and fixed and random effects models were used. In order to examine the existence of publication bias in the primary studies, funnel plots diagram and Duval-Tweed correction and fitting test were used. Also, to assess the homogeneity of the studies, and Q tests were used. Data analysis was performed with CMA-3 software. Funnel plot diagram showed limited bias in publications, so that by adding ten studies to the sample, the distribution of meta-analysis studies will be symmetrical. Based on the results of the and Q tests, the heterogeneity of the studies was confirmed. According to the Hedges' g index, the effect size and Z calculated for 26 variables were significant at the alpha level of 0.05. Also, the overall effect size was 1.361 in the fixed model and 1.502 in the random model and is significant at the alpha level of 0.05. The combination of the results of the conducted studies showed the diversity of interventions that have a significant effect on academic enthusiasm. Introduction Nowadays, education system plays a pivotal role in nurturing future generations, and students' academic success depends on the quality of this system (Darabi et al., 2022). Academic enthusiasm, as a key factor in academic performance, consists of three dimensions: absorption (deep concentration), vigor (high energy), and dedication (psychological involvement) (Mollahoseini et al., 2022) and influences students' active engagement in the learning process (Darling-Hammond et al., 2019). Students with higher academic enthusiasm exhibit greater motivation and self-regulation (Wu & He, 2022), whereas low academic enthusiasm leads to academic decline and deviant behaviors (Datu & King, 2018). The theoretical framework of this study aims to provide a systematic classification of interventions affecting academic enthusiasm, based on three analytical levels: cognitive-metacognitive, motivational-emotional, and behavioral-social. At the cognitive level, self-regulatory and metacognitive strategies (Schneider et al., 2022); at the motivational level, reality therapy (Glasser, 1999) and acceptance and commitment therapy (Tarbox et al., 2022); and at the behavioral level, social skills training (Bandura, 2023) and environment-based programs (Eccles & Roeser, 2011), are emphasized. Domestic and foreign studies show that interventions such as reality therapy (Mohammadian & Hajhosseini, 2023), mindfulness (Ghanbari et al., 2023), and spiritual intelligence training (Safezadeh & Mohammadpanah, 2021) effectively enhance academic enthusiasm. However, the lack of a comprehensive intervention model justifies the need for a meta-analysis to develop an integrated, localized framework. This study synthesizes past findings to design a holistic model for improving students' academic enthusiasm. Research Methodology Meta-analysis, as a systematic research method, integrates data from multiple studies to identify new patterns and relationships that cannot be detected in individual studies. This research examined effective interventions on academic engagement among upper secondary school students, employing both fixed-effect and random-effects models for data analysis (Cohen, 1988). The reviewed studies showed no significant qualitative differences, and only those meeting minimum methodological standards published in Iran between 2014 and 2024 were selected. For data collection, a systematic search was conducted using keywords such as "effect," "academic engagement," and their equivalents in Iranian databases including IranDoc, Academic Jihad Database, MagIran, Noormags, and the Comprehensive Humanities Portal. From the retrieved articles, 25 studies (equivalent to 38 effect sizes) were selected for analysis. Data analysis was performed using CMA-3 software. Publication bias was assessed through funnel plots and the Duval and Tweedie methods. The fail-safe N method was used to estimate missing studies. Heterogeneity among studies was examined using Cochran's Q test and I² index. Sensitivity analysis was conducted through two approaches: gradual elimination of studies and methodological quality stratification, which revealed no significant differences between subgroups. Effect sizes were calculated as standardized mean differences (Hedges' g). For multi-group studies, effects were computed separately and then combined. When necessary statistics were not reported, t-values, F-values, or p-values were used to maintain analytical precision. This process yielded comprehensive and reliable results regarding the impact of interventions on academic engagement. Findings Funnel plot analysis indicated potential unpublished studies. To adjust for this bias, Duval & Tweedie’s trim-and-fill method suggested adding 10 studies to reduce the effect size from 1.36 (fixed) and 1.50 (random) to adjusted values of 1.14 and 1.17, respectively. The fail-safe N test revealed that 6,274 hypothetical studies with null effects would be needed to nullify the overall effect, confirming result reliability. Cochran’s test (Q=140.142, df =37, p<0.05) and I²=140.142 indicated significant heterogeneity. Among 27 interventions analyzed, reality therapy (4.05), help-seeking strategies training (3.42), and self-regulatory strategies training (2.63) had the highest effect sizes. Other effective interventions included Problem-solving training, Acceptance and commitment therapy, Positive thinking skills training (Quilliam-based package), Integrated teaching, Martin’s multidimensional cognitive-behavioral intervention, Video-based content production study strategies, School-based psychoeducational packages, Psychological self-care training, Social adaptation training, Meaning-centered academic package (based on healthy human theory), Positive psychology training, Spiritual intelligence training, Mindfulness training, Logotherapy, Combined time perspective and mindfulness package, Social cognitive career counseling, Mission-based career counseling, Desirable academic social behaviors training, Metacognitive skills training, Academic vitality training, Cognitive and metacognitive strategies training (CMST), Augmented reality-based education and MOOC-based physics teaching The overall effect sizes for fixed and random models were 24.03 and 13.38, respectively, both significant (p<0.05) and classified as high (Delavar, 2015). These results underscore the significant efficacy of educational-psychological interventions on academic enthusiasm. Discussion and Conclusion This meta-analysis examined the impact of educational-psychological interventions on high school students' academic enthusiasm. Reality therapy-based group counseling, with the largest effect size, was the most effective intervention, enhancing enthusiasm by fostering better choices to meet psychological needs. Help-seeking and self-regulatory strategies also showed substantial effects, improving enthusiasm through cognitive-motivational reinforcement and stress reduction. Other interventions (e.g., problem-solving, ACT, mindfulness, positive psychology) were also effective. The theoretical framework categorized interventions into four groups: cognitive-behavioral, humanistic, positive psychology, and environment-based, each contributing through distinct mechanisms. Despite the high validity of findings, limitations-such as methodological heterogeneity, potential publication bias, urban sample focus, and short follow-up periods-should be considered. Nevertheless, these results provide valuable insights for policymakers and educators in designing effective interventions. Future research should explore long-term effects, and schools are encouraged to integrate these interventions into curricula. هدف از این پژوهش شناسایی مداخلات آموزشی-روان‌شناختی بر اشتیاق تحصیلی دانش‌آموزان دورۀ دوم متوسطه با استفاده از رویکرد فراتحلیل بود. پژوهش حاضر از نظر هدف، توصیفی و از نظر نوع استفاده، کاربردی و از نظر نوع داده‌ها، پژوهشی کمّی بود. جامعۀ مورد بررسی شامل مقاله‌های علمی-پژوهشی و پایان‌نامه‌های کارشناسی ارشد در پایگاه‌های اطلاعاتی داخلی در زمینۀ اشتیاق تحصیلی در دانش‌آموزان دورۀ دوم متوسطه از سال 1393 تا سال 1403 بود که طی آن 25 پژوهش به عنوان نمونه وارد فرایند فراتحلیل شدند. به ‌منظور بررسی وجود سوگیری انتشار در مطالعات اولیه، از نمودار فانل پلات و آزمون‌های اصلاح و برازش دووال توئیدی بهره گرفته شد. برای محاسبۀ اندازۀ اثر از شاخص‌های Hedges' g و مدل‌های اثرات ثابت و تصادفی استفاده شد. همچنین، برای ارزیابی همگنی مطالعات، از آزمون‌های و Q استفاده شد. تحلیل داده‌ها با کمک نرم‌افزار CMA-3 انجام شد. نمودار فانل پلات حاکی از وجود سوگیری جزئی در انتشار مطالعات است؛ به‌ طوری که اگر ده مطالعۀ دیگر به نمونه اضافه شوند، توزیع مطالعات در فراتحلیل به حالت متقارن درمی‌آید و سوگیری انتشار برطرف خواهد شد. نتایج آزمون‌های و Q نشان‌دهندۀ ناهمگونی میان مطالعات است. بر اساس شاخص Hedges' g، اندازۀ اثر و آمارۀ Z برای 26 مداخله در سطح معناداری ۰٫۰۵ محاسبه و تأیید شد. علاوه بر این، اندازۀ اثر کلی در مدل اثرات ثابت ۱٫۳۶۱ و در مدل اثرات تصادفی ۱٫۵۰۲ به‌ دست آمد که هر دو در سطح ۰٫۰۵ معنا‌دار بودند. ترکیب نتایج مطالعات انجام‌شده بیانگر تنوع مداخلاتی است که بر اشتیاق تحصیلی اثری معنا‌دار دارند.

https://nea.ui.ac.ir/article_29847_7ad84f974421ae78a09c8032c58b511f.pdf