S Fishstrom
A meta-analysis of the effects of academic interventions on academic achievement and academic anxiety outcomes in elementary school children
Fishstrom, S; Wang, H; Bhat, B; Daniel, J; Dille, J; Capin, P; Vaughn, S
Authors
H Wang
B Bhat
Dr Johny Daniel johny.r.daniel@durham.ac.uk
Assistant Professor
J Dille
P Capin
S Vaughn
Abstract
Research has shown that academic anxiety can affect academic performance and emotional well-being. Despite previous research emphasizing the importance of understanding academic anxiety and indicating a strong association between academic performance and academic anxiety, no systematic reviews or meta-analyses have examined the effects of academic interventions on academic and anxiety outcomes. This article reports on a meta-analysis of studies examining academic interventions conducted with elementary students (kindergarten to Grade 6), in which both academic achievement and academic anxiety outcomes were reported. The systematic search yielded 13 studies comprising 1545 participants and revealed statistically significant differences favoring academic treatments over the control for academic achievement outcomes (g = 0.63, k = 11) but no statistically significant benefits for academic anxiety outcomes (g = −0.06, k = 11). The authors caution against drawing strong conclusions due to the heterogeneity in effects and the small number of studies in the extant literature.
Citation
Fishstrom, S., Wang, H., Bhat, B., Daniel, J., Dille, J., Capin, P., & Vaughn, S. (2022). A meta-analysis of the effects of academic interventions on academic achievement and academic anxiety outcomes in elementary school children. Journal of School Psychology, 92, 265-284. https://doi.org/10.1016/j.jsp.2022.03.011
Journal Article Type | Article |
---|---|
Acceptance Date | Mar 25, 2022 |
Online Publication Date | Apr 29, 2022 |
Publication Date | 2022-06 |
Deposit Date | May 3, 2022 |
Publicly Available Date | Apr 30, 2024 |
Journal | Journal of School Psychology |
Print ISSN | 0022-4405 |
Publisher | Elsevier |
Peer Reviewed | Peer Reviewed |
Volume | 92 |
Pages | 265-284 |
DOI | https://doi.org/10.1016/j.jsp.2022.03.011 |
Files
This file is under embargo until Apr 30, 2024 due to copyright restrictions.
You might also like
Exploring reading profiles of rural school students
(2023)
Journal Article
Myth Busting With Data: Longitudinal Models of Reading and Mathematics Achievement in Deaf Students
(2021)
Conference Proceeding