This research was done to investigate the relationship between academic engagement, academic identity and academic buoyancy with students' academic adjustment. This research describe the type of correlation and its statistical society was consist of all the female students of secondary schools of Qom in academic year of 2018-2019 Out of approximately 20, 000 students, 377 students were selected by multi-stage cluster random sampling. Sinha and Singh academic adjustment standard questionnaire (1993), Was and Isaacson academic identity status standard questionnaire (2008), Fredricks, Blumenfeld and Paris school engagement questionnaire (2004) and Martin and Marsh academic buoyancy questionnaire (2008) were our research tools. Statistical analysis of data was done by Pearson correlation test and multivariate regression was achieved. Research findings showed a positive and meaningful relation between school engagement components (behavioral, cognitive and emotional school engagement), successful academic identity, follower academic identity and academic buoyancy with academic adjustment and there was a negative and meaningful relation between confused academic identity and late academic identity with academic adjustment (p<0/05). Regression analysis results showed that 58% of the variance of academic adjustment can be predicted through the school engagement components, academic identity components and academic buoyancy. Research findings showed that various interventions aimed at improving school engagement, academic buoyancy and successful academic identity and reducing the social, emotional and academic adjustment problems of students and improves their level of academic adjustment.

Introduction: Attending University offers students a unique opportunity in terms of experiences and opportunities for psychosocial development. However, different sources of stress might interfere with students’ academic adjustment. The current study aimed to explore the relationship between academic self-efficacy and academic resilience with academic adjustment and academic performance. Methods: The present study was descriptive with a correlational design. The participants were 220 medical students (143 female; 77 male) who were selected via stratified random sampling (based on gender) in Kashan University of Medical Science in 2017. The data collection instruments included and McIllroy & Bunting Academic Self-efficacy Questionnaire, Martin and Marsh Academic resilience Scale, and Academic adjustment subscale of SACQ. In addition, students’ Grade Point Average (GPA) and demographic information were sought. The data were analyzed using Pearson Product Moment Correlation and regression analysis in SPSS (version 22). Results: The results indicated that there is a statistically significant positive relationship between academic self-efficacy with academic adjustment (r = 0. 55, P < 0. 001), and academic performance(r = 0. 29, P < 0. 01). Moreover, there was a statistically significant positive relationship between academic resilience with academic adjustment (r = 0. 47, P < 0. 001), and academic performance (r = 0. 25, P < 0. 001). The results of regression analysis showed that academic self-efficacy (β = 0. 42, t = 6. 83, P > 0. 001) and academic resilience (β = 0. 26, t = 4. 29, P > 0. 001) can significantly explain 35% of the variance in academic adjustment. Also, academic self-efficacy (β = 0. 22, t = 3. 009, P = 0. 003) and academic resilience (β = 0. 15, t = 2. 040, P = 0. 043) could explain 10% of the variance in academic performance. Conclusions: Students’ academic adjustment and academic performance could be enhanced by planning useful programs for improving academic resilience and academic self-efficacy as well as by creating a facilitative environment.

Background and Objective: Human beings have different abilities. One of these abilities is creativity. Problem solving and creativity are at the highest level of human cognitive activity and are considered to be the most valuable culprits and educational goals. Creativity is one of the most important factors that affects educational adaptation and means unifying all human activities. Undoubtedly, the main goal of educational institutions is to create problem-solving ability and creativity in students. The purpose of this study was to explain the relationship between creativity and educational adaptability of students by mediating academic motivation. Research method: In order to reach the goal of research, 542 students were selected from which 268 non-respondents and 274 boys were enrolled in high schools in Rabat Karim in the academic year of 97-96. Sampling method was selected in a multi-stage random cluster sampling. Participants included 268 girls and 274 boys, questionnaires, Abedi's creativity (1993), and Baccocrillac's academic compatibility (1989), Valerand et al. (1992). The research method was descriptive-correlational and analytical of structural equation type. In order to analyze the data, structural equation modeling using Amos software was used. Conclusion: The findings of this study showed that the structural model of the relationship between creativity and academic adjustment with the mediation of academic motivation was fitted with the collected data. Direct effect of creativity on educational adjustment was significant. In the indirect effect of creativity and academic motivation and its dimensions, creativity with a positive correlation was significant. Also, the relationship between internal motivation and impulsivity with academic adjustment was significant, but the relationship between external educational motivation and academic adjustment was non-significant. The relation between non-inductive and non-inductive was significant.

The aim of the present study was to investigate relationship between adjustment dimensions and academic performance in students. 380 male and female students of high school were selected by cluster sampling. Information was gathered using Bell Adjustment Inventory. Data were analyzed by correlation coefficient and regression analysis and t-test. Results indicated significant relationship between home adjustment and academic adjustment with academic performance in female students. Also the results revealed significant relationship between academic adjustment and academic performance in male students. The results were representative of significant difference in emotional adjustment of male and female students. Considering importance of family and school factors related to adjustment and academic performance, it is a necessity that parents and educators recognize characteristics of adolescents and promote adjustment skills through increasing adolescents, information and knowledge.

The present study aimed to construct a test to assess students' academic adjustment. A set of 152 items were generated with six subscales including type of university, field of study, social and interpersonal skills, emotional and academic adjustments, self-discovery, and objective oriented. Four hundred and eleven college students were selected by stratified sampling from city of Ghazvin. The participants completed the 152 items questionnaire. The results of exploratory and confirmatory factor analysis indicated that items within each subscale were highly correlated with each other. Additionally, the items within each subscale had low correlation with items of other subscales which indicated high independence of subscales. The reliability of the test using Cronbach's Alpha was 0.94. The final version of the test consisted of 138 items after removing items with low and double loading.

The purpose of this study was to predict academic adjustment based on coping strategies and academic ethics of students. The type of research was applied and its method was descriptive correlational. The statistical population of the study consisted of high school male high school students in Karaj in eleventh and twelfth grades. 150 students were selected by random sampling method. Data collection tools included Sinha and Singe Academic Compatibility questionnaires (1993) with a reliability of 0. 86, Billings and Moss Coping Strategies questionnaires (1984) with a reliability of 0. 79, and Golparvar Academic Ethics Questionnaire (2010) with a reliability of 0. 89. The validity of the questionnaires was based on the opinions of several professors and its reliability was determined by calculating Cronbach's alpha coefficient. Data were analyzed using SPSS 24 software and using descriptive and inferential statistics such as normality and regression tests. The results of the first hypothesis test showed that coping strategies and academic ethics can predict 42% of students' academic adjustment changes. The results of the second and third hypotheses showed that coping strategies have a positive and significant relationship with students' academic adjustment. Also, educational ethics a positive and significant relationship with students' academic adjustment.

Introduction: The growing use of smartphones increased the mental dependence of adolescents on these devices and reduced their social interactions. The present study aimed to investigate the mediating role of smartphone addiction in the relationships between academic adjustment and academic stress in high school students.Methods: In this cross-sectional study, the structural equation modeling (SEM) technique was employed to analyze the relationship between variables. The statistical population included all female high school students of Ahvaz (Iran) within the 2022–23 academic year. The stratified cluster sampling method was employed to select 406 female students as the research sample. The research instruments included the Academic Adjustment Scale, Academic Stress Scale, and Mobile Phone Addiction Scale. The proposed model was evaluated through SEM, whereas the indirect relationships were tested through bootstrapping.Results: The results indicated that there was a negative significant relationship between academic stress and academic adjustment (P<0.001). Moreover, there was a positive significant relationship between academic stress and smartphone addiction, whereas a significant negative relationship was observed between smartphone addiction and academic adjustment (P<0.001). There was also an indirect significant path from smartphone addiction to academic adjustment (P<0.001).Conclusion: According to research results, the proposed model was a good fit. Hence, it is considered a major step in identifying the effective factors in the academic adjustment of students. In general, by reducing academic stress and addiction to smartphones, it is possible to increase academic adjustment among high school students.

The purpose of this research was to investigate the effect of mindfulness on academic achievement, and academic adjustment with the mediation role of academic self-concept of female students at Farhangian University of Kerman. The method was descriptive of the correlation kind. The sample composed of 299 female students who were selected based on the simple random sampling method. In this research, in order to collect the data, grade point average of the first term in the academic year, the Baker and Siryk’ s Adaptation to College Questionnaire (SACQ), the Freiburg Mindfulness Inventory (FMI), and the Academic Self-Concept Questionnaire (ASCQ) were used. To analyze the data, the path analysis was used. The results indicate that mindfulness does not have a direct effect on academic achievement while it has a direct effect on academic adjustment. Academic self-concept does not have a mediation role in academic achievement while it has a mediation role in mindfulness and academic adjustment. Overall, it is concluded that self-concept as a mediator does not have any role in the relationship between mindfulness and academic achievement, but it plays a role as a mediator between mindfulness and academic adjustment.