Meta-Analysis of Factors Correlated with Academic Alienation

Document Type : Original Article

Authors

1 Assistant Professor of Educational Administration, Sayyed Jamaleddin Asadabadi University, Hamadan, Iran

2 PhD Student in Educational Management, Faculty of Educational Sciences and Psychology, University of Ardabili University, Ardabil, Iran

Abstract

Considering the problems and issues of students, one of the most important concerns of efficient school administrators at different levels is how to create appropriate environments for students in schools, so that they can study with a sense of joy, security, and enthusiasm and not suffer from academic alienation. The solution to these problems considered by administrators is to accurately identify the issue of academic alienation and the factors affecting it in Iranian society. This research aims to describe, analyze, and synthesize the presented findings in the field of factors correlated with academic alienation. The method of this research is of the meta-analytic type. The statistical population of the present study consisted of written documents, including theses, research papers, and articles published in scientific research journals between 1400 and 1390 that have addressed the issue of factors correlated with academic alienation. From among the published works available in the authoritative scientific database and unpublished works in the reference section of the libraries of Mohaghegh Ardabili, Tehran, and Urmia universities, 19 documents were selected in 28 research factors. The information collected from each of the documents and studies in question was analyzed using CMA-2 and SPSS 22 software. The research findings showed that the value of the chi-square index was 0.418 and the value of the effect size in the fixed model was calculated as 0.259, and the study identified 28 influential factors and their impact was assessed as significant. All of the aforementioned values ​​were assessed as significant at a 95% confidence level.

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A Review of Theorizing of Behavioral Sciences
Volume 1, Issue 2
April 2024
Pages 85-98

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