فراتحلیل تفاوت جنسیت در فراشناخت و انواع مؤلفه‌های آن

نوع مقاله : مقاله پژوهشی

نویسندگان

1 کارشناسی ارشد روان‌شناسی تربیتی، دانشکده روان‌شناسی و علوم تربیتی، دانشگاه شهید مدنی آذربایجان، تبریز، ایران

2 استاد گروه روان‌شناسی تربیتی، دانشکده روان‌شناسی و علوم تربیتی، دانشگاه شهید مدنی آذربایجان، تبریز، ایران

3 دانشیار گروه روان‌شناسی تربیتی، دانشکده روان‌شناسی و علوم تربیتی، دانشگاه شهید مدنی آذربایجان، تبریز، ایران

چکیده

هدف: در طول سه دهه اخیر پژوهشگران زیادی به بررسی تفاوت جنسیت در فراشناخت پرداخته‌اند که نتایج بسیاری از آن‌ها باهم متناقض است؛ بنابراین لزوم انجام یک فراتحلیل جهت دستیابی به یک نتیجه جامع در این زمینه ضروری به نظر می‌رسید. در این راستا هدف پژوهش حاضر ترکیب نتایج حاصل از پژوهش­های در زمینه تفاوت جنسیت در فراشناخت بود.
روش: روش مورداستفاده این پژوهش فراتحلیل و جامعه آماری کلیه پژوهش‌های منتشرشده در کشور بین سال‌های 1370 تا 1400 بود. بعد از بررسی پژوهش‌های اولیه بر اساس ملاک‌های ورود و خروج، 350 اندازه اثر از 128 پژوهش منتخب وارد فرآیند تحلیل شدند. به‌منظور گردآوری اطلاعات از چک‌لیست مصرآبادی (2015) و به‌منظور تجزیه‌وتحلیل داده‌ها، از اندازه اثر ترکیبی با دو مدل اثرات ثابت و تصادفی، نمودار قیفی، تحلیل حساسیت، فرارگرسیون و نرم‌افزار CMA2 و SPSS22 استفاده شد. در این پژوهش از بین انواع شاخص‌های d از شاخص g هجز استفاده شد.
یافته‌ها: تحلیل داده‌ها نشان داد که اندازه اثر کلی در مدل ثابت 018/0- و در مدل تصادفی 022/0- است. با توجه به ناهمگنی اندازه‌های اثر، به تحلیل زیرمؤلفه‌ها و متغیر تعدیل‌کننده (سن) پرداخته شد. نتایج حاصل نشان داد که تفاوت به‌دست‌آمده در شاخص فراشناخت کل و انواع مؤلفه‌های آن، با توجه به تفسیر معیار d کوهن پایین‌تر از سطح کوچک است.
نتیجه‌گیری: مبتنی بر اندازه‌های اثر به‌دست‌آمده بین دختران و پسران در شاخص فراشناخت کل و انواع مؤلفه‌های آن تفاوتی وجود نداشت. هم‌چنین، سن آزمودنی‌ها نقش متغیر تعدیل‌کننده، بر روابط فراشناخت و جنسیت نداشت.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Meta-Analysis of Gender Differences in Metacognition and its Components

نویسندگان [English]

  • Nastaran Sadat Naghibsadati 1
  • Javad Mesrabadi 2
  • Abolfazl Farid 3
1 Master's degree in Educational Psychology, Faculty of Psychology and Educational Sciences, Azarbaijan Shahid Madani University, Tabriz, Iran
2 Professor of Educational Psychology Department, Faculty of Psychology and Educational Sciences, Azarbaijan Shahid Madani University, Tabriz, Iran
3 Associate Professor, Department of Educational Psychology, Faculty of Psychology and Educational Sciences, Azarbaijan Shahid Madani University , Tabriz, Iran
چکیده [English]

Objective: During the last three decades, researchers have investigated gender differences in metacognition, and many of their results have been contradictory; Therefore, it is necessary to conduct a meta-analysis in order to achieve a comprehensive result in this field. In this regard, the aim of the current research is to combine the results obtained in this field.
Method: The method used in this research is meta-analysis. The statistical population was all the researches published in the country between 991-2021. After reviewing the primary studies, 350 effect sizes from 128 selected studies were included in the analysis process. In order to collect information, Mesrabadi checklist (2015), combined effect size with two fixed and random effects models, funnel plot, sensitivity analysis, regression and CMA2 and SPSS22 software were used. In this research, Hedges g index was used among the types of d indices.
Results: Data analysis showed that the overall effect size is -0.018 in the fixed model and -0.022 in the random model. Considering the heterogeneity of the effect sizes, sub-components and moderating variable (age) were analyzed. The results showed that the difference obtained in the total metacognition index and its various components, according to the interpretation of Cohen's d criterion, is lower than the small level.
Conclusion: As a result, there was no difference between girls and boys in the overall metacognition index and its components. Also, the age of the subjects did not play the role of a moderating variable on the relationship between metacognition and gender.

کلیدواژه‌ها [English]

  • Meta-Analysis
  • Metacognitive Strategies
  • Metacognitive Awareness
  • Metacognitive Beliefs
  • Gender
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