Document Type : original article
Authors
1 PhD Student, Department of Psychology, Islamic Azad University, Roodehen Branch, Roodehen, Iran.
2 Associate professor, group of psychology, Roudehen Branch-Islamic Azad University, Roudehen, Iran.
3 Associate professor, group of psychology, Roudehen Branch-Islamic Azad University, Roudehen, Iran. mirhashemi@riau.ac.ir0000-0001-9985-1611
Abstract
Background: Many psychological factors can arise during the student's school years that can have a positive or negative effect on their academic life as well as their learning process. Therefore, the present study aimed to explore the structural model for predicting academic adaptation based on perception of classroom environment and family functioning among female high school students.
Methods: The approach used in this analysis was the structural equation modelling (SEM). The statistical population of this study included all secondary high school female students in Sari, in the academic year of 2019-2020. Based on the table by Jesse and Morgan, multi-stage sampling was performed to select 450 individuals. They answered Baker and Siryk’s Student Adaptation to College Questionnaire (SACQ), Classroom Perceptions Questionnaire (CPQ), and the Developmental Family Functioning Assessment Questionnaire (DFFAQ). Using SPSS software version 26.0. to analyze data.
Results: The highest percentage of the participants consisted of the 16-year-old students, (n=211, 46.4%), and the lowest number of participants were 17 years old n=78, 17.1%). According to the results, the perception of the classroom environment (β= 0.561, P=0.01) and the measure of family functioning (β= 0.747, P=0.01) were both positively influenced by academic adaptation.
Conclusion: The findings of this study indicated that classroom environment and family functioning for progress significantly predict the students' academic adjustment among Sari high school's second-year female students.
Keywords
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