Marziyeh Nasiri; Farzaneh Micaeli Manee; Ali Issazadegan
Volume 5, Issue 1 , September 2017, , Pages 9-22
Abstract
The aim of this study was to investigate the structural relationship between perceived difficulty, social comparison and academic self-concept with academic adjustment of BA students urmia. The type of descriptive design was correlational (causal modeling) is used. The target population includes all ...
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The aim of this study was to investigate the structural relationship between perceived difficulty, social comparison and academic self-concept with academic adjustment of BA students urmia. The type of descriptive design was correlational (causal modeling) is used. The target population includes all the BA Students of Urmia studying during 2016-2017 academic year (N=7411). cluster random sampling method was used. 194 girls and 166 boys were studied (n=360). Wilson’s Perceived difficulty scale, Gibbon’s and Buunk social comparison scale, Delawar’s academic self-concept scale and academic adjustment by Baker and Siryk was used for data collection. Data were analyzed by using structural equation modeling. Results suggest that structural model of students’ academic adjustment is a valid model in the population studied and that data is well-fitted to the theoretical model. Path coefficients display that all the paths are significant except the path of social comparison on academic adjustment. Hence, mentioned factors can properly explain students’ academic adjustment.
