Meta-analysis of the Effects of Spirituality-based Interventions on Academic Outcomes in Iran: Conceptual Clustering, Statistical Synthesizability, and Temporal Trend Meta-regression of Preliminary Evidence

Background and Objectives: Given the growing application of spirituality-based psychological interventions in education, a systematic examination of their effectiveness is essential. This meta-analysis aimed to assess the impact of spirituality therapy on learning and academic performance-related variables in studies conducted in Iran. Methods: This meta-analysis included 11 quasi-experimental studies conducted between 2012 and 2025, selected from reputable Iranian academic databases, such as Noormags, Magiran, the Comprehensive Humanities Portal, Elmnet, Civilica, and SID. Studies were included based on criteria, such as validated instruments, experimental or quasi-experimental design, and sufficient data for calculating effect sizes. All included studies implemented spirituality therapy interventions targeting academic indicators. Effect sizes were calculated using comprehensive meta-analysis (CMA2) software and Hedges’ g. Results: Five conceptual clusters were analyzed: negative academic emotions, positive academic-emotional motivation, academic self-evaluation and cognition, academic behaviors and performance, and psychological skills related to learning. Random-effects meta-analyses revealed that spirituality-based interventions had significant effects in reducing negative academic emotions (Hedges’ g=-3.10, P<0.001), enhancing positive emotional-motivational outcomes (g=1.56, P<0.001), improving self-evaluative constructs, such as self-concept and self-efficacy (g=3.63, P<0.001), and fostering psychological skills, such as communication, problem-solving, and future orientation (g=2.08, P<0.001). However, the overall effect on academic behavior and performance was insignificant (g=-0.198, P=0.629). Substantial heterogeneity was observed across studies (I² ranging from 83% to 97%), suggesting diverse methodological and contextual factors among the primary studies. Due to the limited number of studies in some clusters, results should be interpreted cautiously, and replication with larger samples is recommended. The findings also indicated that the effects of spiritual therapy were more robust and stable among female students than male students. Meta-regression analysis showed no significant relationship between year of publication and effect size (Hedges’ g), suggesting a consistent trend over time with no systematic fluctuations or structural changes in the effectiveness of spirituality therapy across studies published from 2012 to 2025. Conclusion: This meta-analysis’s findings align with previous research and support the effectiveness of spiritual therapy in enhancing academic indicators.