An Investigation of Uncertainty Intolerance and Uncertainty Management Research in Educational Institutions: Meta-Analysis Study

Abstract

Purpose: In this meta-analysis study, it was aimed to analyze uncertainty intolerance and uncertainty management researches in educational institutions using meta-analysis method.
 Design/Methodology/Approach: This research was carried out as a type of group comparison meta-analysis, which is one of the types of meta-analysis. In the meta-evaluation, eight studies that met the inclusion criteria were reached. By combining these studies, a study was conducted on 2704 sample groups. In determining the meta-analysis model type of the research, first a funnel plot diagram was drawn for a general impression of publication bias, and then statistical calculations were carried out to reach a real conclusion. As a result of the diagram and statistical calculations, it was decided that there was no publication bias in the studies included in the meta-analysis. After determining that there was no publication bias, heterogeneity test was performed for model selection.
 Findings: As a result of the analysis, it was decided to interpret the meta-analysis according to the random effects model. Title and publication type were determined as moderators for heterogeneity. As a result of the meta-analysis, it was found that research into intolerance of uncertainty and uncertainty management in educational institutions had an average effect, the moderator effect of the theses was higher in the calculations regarding the moderator effect, and the titles of teachers and education administrators did not have any moderator effect in the title variable.
 Highlights: It was seen that the number of empirical studies on uncertainty intolerance and uncertainty management in educational institutions was few. It was determined that the studies could not provide the big picture of uncertainty management, even the effect sizes of the studies were not calculated in any of the studies, and a statistical conclusion could not be reached on whether the teachers' intolerance of uncertainty and uncertainty management perceptions work in practice. Therefore, the need to synthesize results on the effectiveness of intolerance of uncertainty and uncertainty management research emerged.