Meta-analysis of Variable Associated with Critical Thinking in the Educational System

The main objective of this study was to measure the effect of variables associated with critical thinking in educational system of Iran. The study was a meta-analysis. To find and collect all research reports, internal databases were used. Sample case studies included 15 studies conducted from 1378 to 1394 across Iran that included 4625 participants. The collected data from the 15 studies using Pearson's correlation coefficient's size effects mode were gone under meta-analysis. All statistical analyses were performed using the second edition. Of a comprehensive meta-analysis. Results showed that the mean of the general size effect for fixed effects model is equivalent to 0/517 and for the random effects model is equivalent to 0/521. Both of which are meaningful in 0/001 level. Therefore, the mean size effect for this study (0/517) can be interpreted as the moderate size effect to high critical thinking. Of hard work, educational achievement, happiness, self-regulation, creativity, motivation for imrovement, argument maps, self-efficacy beliefs, cognitive approaches, rethinking in the practice, problem solving skills, evaluation, thinking styles, personality traits, and the quality of teaching exist with critical thinking of meaningful size effect.