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A systematic review of research conducted on the relationship between spiritual interventions and academic achievement
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Shokofeh Abshirin    , Seyedeh Kousar Mirali * |
| Department of Social Sciences, Faculty of Humanities, University of Kashan, Kashan, Iran |
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Abstract: (113 Views) |
Background and aim: Academic achievement is one of the most significant and, at the same time, most challenging educational topics and concepts, which has attracted the attention of many countries and has been the subject of numerous studies. In this regard, spirituality interventions have been recognized as one of the influential factors on academic achievement. This study aims to examine the relationship between components of spirituality and the outcome of academic achievement in students by analyzing published articles in this field.
Materials and methods: The present research is a systematic review conducted using the PRISMA method and through searching reputable scientific databases such as ISC, Google Scholar, and PubMed. The search terms included "academic achievement" and "spirituality". After omitting irrelevant and duplicate articles, the final studies were selected based on precise inclusion and exclusion criteria. The data from these studies were published between 2013 and 2023.
Findings: Spiritual interventions can serve as effective tools for improving individuals’ academic achievement. These interventions include religious practices such as prayer, supplication, and fasting. Research has shown that spiritual health and spirituality enhance students’ sense of hope and purpose regarding their academic progress.
Conclusion: Components of spirituality, especially in religious contexts, can be effective tools in improving individuals’ academic achievement. Therefore, further research in this area is advised. |
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| Keywords: Spirituality, Systematic review, Academic achievement |
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Full-Text [PDF 1008 kb]
(59 Downloads)
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Type of Study: Review Article |
Subject:
Special
Received: 2025/08/18 | Accepted: 2026/04/20 | Published: 2026/05/2
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