Ahmady Soleiman, Khajeali Nasrin, Kalantarion Masomeh, Sharifi Farshad, Yaseri Mehdi
Department Medical Education, Virtual School of Medical Education and Management, Shahid Beheshti University of Medical Sciences, Tehran, Iran.
Deprtment of Medical Education, Fasa University of Medical Sciences, Fasa, Iran.
J Educ Health Promot. 2021 Jan 28;10:32. doi: 10.4103/jehp.jehp_600_20. eCollection 2021.
Identifying the learners' problems is important. Besides, many factors are associated with academic failure, among which time management and stress are more important than any others based on evidence. By using a systematic review and meta-analysis, this study aims to synthesize the findings of studies about the correlation of time management and stress with academic failure to suggest a more in-depth insight into the effect of these two factors on academic failure. Four databases were searched from the inception of January 2018. Publication bias was evaluated visually using funnel plots and sized up by Egger's test. Ninety-four articles were found to be qualified for inclusion after full-text review and additional manual reference made. Of these, 8 were studies of educational interventions that were reviewed in this paper. Regarding the relation of stress and academic performance, the Funnel plot (results not shown) and Egger's test showed no publication bias in the studies ( = 0.719). Based on this result, the estimated pooled correlation (reverted by hyperbolic tangent transformation) between stress and academic performance was found to be -0.32 (95% confidence interval: -0.38--0.25). In conclusion, the review recognized a series of potentially mutable medium-to-large correlates of academic achievement, time management, and stress. It would be essential to have experimental data on how easily such self-regulatory capacities can be altered, and these interventions could help students enhance their potential, providing empirical tests for offered process models of academic achievement.
识别学习者的问题很重要。此外，许多因素与学业失败有关，基于证据，其中时间管理和压力比其他任何因素都更重要。通过系统评价和荟萃分析，本研究旨在综合关于时间管理和压力与学业失败相关性的研究结果，以更深入地了解这两个因素对学业失败的影响。从2018年1月开始检索了四个数据库。使用漏斗图直观评估发表偏倚，并通过Egger检验进行量化。经过全文审查和额外的手动参考文献筛选后，发现有94篇文章符合纳入标准。其中，8篇是本文所审查的教育干预研究。关于压力与学业成绩的关系，漏斗图（结果未显示）和Egger检验表明这些研究中不存在发表偏倚（ = 0.719）。基于这一结果，发现压力与学业成绩之间的估计合并相关性（通过双曲正切变换反转）为-0.32（95%置信区间：-0.38--0.25）。总之，该综述识别出了一系列与学业成就、时间管理和压力相关的潜在可变的中等到较大的关联因素。获取关于这些自我调节能力能多容易被改变的实验数据至关重要，并且这些干预措施可以帮助学生提升他们的潜力，为所提供的学业成就过程模型提供实证检验。
