Prediction of Academic Adjustment based on Self-Regulation Learning, Academic Self-Efficacy and Academic-Psychological Ability of High School Students

Document Type : Original Article

Authors

1 M.A. in Educational Psychology, Department of Educational Sciences, Faculty of Literature and Humanities, University of Qom, Qom, Iran.

2 Associate Professor, Department of Educational Sciences, Faculty of Literature & Humanities, University of Qom, Qom, Iran

10.22091/jrim.2025.11589.1124

Abstract

This research was conducted with the aim of predicting academic adjustment based on self-regulated learning, academic self-efficacy and academic-psychological ability. The descriptive research method is correlation one. The statistical population was 21,319 male students in the second year of high school in Qom in 2024. A sample of 380 students was selected from the mentioned community by a multi-stage cluster method to answer the questionnaires on academic adjustment by Baker and Seriak (1984), self-regulated learning by Bouffard et al. (1995), academic self-efficacy by Zazhakova et al (2005), and Shafiabadi et al.'s academic-psychological ability (2009). Data analysis was done using multiple regression analysis and SPSS 26 software. The findings showed that self-regulated learning, academic self-efficacy and academic-psychological ability can predict academic adjustment (p<0.05). According to the eta coefficients, self-regulated learning (21.5%), academic self-efficacy (9.9%), and academic-psychological ability (19.5%) predict the changes in academic adjustment. Therefore, in order to increase academic adjustment in students, it is necessary to focus on learning self-regulation, academic self-efficacy and academic-psychological ability.

Keywords


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