. Soleiman Ahmady; . Nasrin Khajeali; . Masomeh Kalantarion; . Farshad Sharifi; . Mehdi Yaseri
Volume 11, Issue 1 , January 2021, , Pages 1-6
Abstract
Identifying the learners’ problems is important. Besides, many factors are associated with academicfailure, among which time management and stress are more important than any ...
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Identifying the learners’ problems is important. Besides, many factors are associated with academicfailure, among which time management and stress are more important than any others basedon evidence. By using a systematic review and meta‑analysis, this study aims to synthesize thefindings of studies about the correlation of time management and stress with academic failureto suggest a more in‑depth insight into the effect of these two factors on academic failure. Fourdatabases were searched from the inception of January 2018. Publication bias was evaluated visuallyusing funnel plots and sized up by Egger’s test. Ninety‑four articles were found to be qualified forinclusion after full‑text review and additional manual reference made. Of these, 8 were studies ofeducational interventions that were reviewed in this paper. Regarding the relation of stress andacademic performance, the Funnel plot (results not shown) and Egger’s test showed no publicationbias in the studies (P = 0.719). Based on this result, the estimated pooled correlation (reverted byhyperbolic 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 potentiallymutable medium‑to‑large correlates of academic achievement, time management, and stress. Itwould be essential to have experimental data on how easily such self‑regulatory capacities can bealtered, and these interventions could help students enhance their potential, providing empirical testsfor offered process models of academic achievement.
