The Effectiveness of Psychological Interventions on Students’ Academic Self-Concept: A Meta-Analysis Study.

Document Type : Research Paper

Authors

1 mohaghegh

2 payamnor

Abstract

This In this study, aimed at examining the impact of psychological interventions on students’ academic self-concept in Iran during the period from 2014 to 2025 (1393–1404 in the Iranian calendar), a meta-analysis research method was employed. The statistical population included all studies conducted in Iran within this time frame that were indexed in the scientific databases of the Iranian Academic Jihad, Noor specialized journals, the National Periodicals Database, the Iranian Center for Scientific Documents and Records, and the Comprehensive Portal of Humanities. Data were collected using a predefined content checklist. After collecting and thoroughly reviewing the studies based on inclusion and exclusion criteria, 20 effect sizes were extracted. To examine the assumptions of meta-analysis, tools such as the funnel plot, Egger’s linear regression method, Rosenthal’s fail-safe N, and the Q test were utilized. Based on the effect sizes of the domestic studies, it was found that Acceptance and Commitment Therapy (ACT) can enhance students’ academic self-concept. Furthermore, the combined effect size obtained under the random-effects model was 1.515, indicating a positive and desirable effectiveness of psychological interventions on students’ self-concept. Therefore, it can be concluded that psychological interventions—particularly Acceptance and Commitment Therapy—have a significant impact on improving students’ academic self-concept.

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History

  • Receive Date: 16 November 2025
  • Revise Date: 20 May 2026
  • Accept Date: 17 June 2026

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