The study aimed to examine the overall total effect size of academic buoyancy and academic self-concepts on mathematics performance utilizing meta-analysis.
This study employed a meta-analysis design. Drawing on 20 peer-reviewed studies published from 2017 to 2026, the research applied strict inclusion criteria to identify relevant quantitative studies across global educational contexts. Data were extracted using a structured coding sheet, and statistical analyses were conducted in JASP, incorporating heterogeneity tests, forest plots, and publication bias assessments. Moreover, the study drew heavily on secondary data.
The study revealed that the overall effect of academic buoyancy on mathematics achievement was positive and statistically significant. Finally, the study findings revealed that the overall positive and statistically significant effect of academic self-concept on mathematics achievement was substantial.
This study examined the overall effect size of academic buoyancy and self-concept on mathematics achievement using meta-analysis.
