Volume 7, Issue 2 (June 2025)
IEEPJ 2025, 7(2): 1-11 |
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khastan M, Mirzamani Bafghi S M, Niusha B. (2025). Mediating Role of Psychological Adjustment in the Relationship between Academic Quality of Life and Self-Regulation among Students. IEEPJ. 7(2), 1-11. doi:10.22034/ieepj.2025.7.2.985
URL: http://ieepj.hormozgan.ac.ir/article-1-967-en.html
URL: http://ieepj.hormozgan.ac.ir/article-1-967-en.html
1- PhD student in General Psychology, College of human science, Saveh Branch, Islamic Azad University, Saveh, Iran
2- Professor, Department of Clinical Psychology, Science and Research Unit, Islamic Azad University, Tehran, Iran ,mirmzamani@gmail.com
3- Associate Professor of Psychology Department, College of human science ,Saveh Branch, Islamic Azad University, Saveh, Iran
2- Professor, Department of Clinical Psychology, Science and Research Unit, Islamic Azad University, Tehran, Iran ,
3- Associate Professor of Psychology Department, College of human science ,Saveh Branch, Islamic Azad University, Saveh, Iran
Abstract: (1935 Views)
Objective: This study aimed to explore the mediating role of psychological adjustment in the relationship between academic quality of life and self-regulation among high school students.
Methods: The research followed an applied, descriptive-correlational design. The statistical population comprised all male and female secondary school students in Baharestan during the 2023 academic year. A stratified sampling method was used to select 300 eligible participants, ensuring representation across genders (male and female) and grade levels (tenth, eleventh, and twelfth). Data were collected using validated questionnaires assessing academic quality of life, self-regulation, and psychological adjustment. Pearson correlation analysis was conducted using SPSS (Version 24) to examine variable relationships.
Results: The findings indicated a significant indirect effect of self-regulation on academic quality of life through psychological adjustment (p < 0.05). Additionally, the direct relationship between self-regulation and academic quality of life was positive and statistically significant (p < 0.01).
Conclusions: The study highlights the crucial mediating role of psychological adjustment in enhancing the relationship between self-regulation and academic quality of life. Students with stronger self-regulation skills tend to experience better psychological adjustment, which in turn positively influences their academic quality of life.
Methods: The research followed an applied, descriptive-correlational design. The statistical population comprised all male and female secondary school students in Baharestan during the 2023 academic year. A stratified sampling method was used to select 300 eligible participants, ensuring representation across genders (male and female) and grade levels (tenth, eleventh, and twelfth). Data were collected using validated questionnaires assessing academic quality of life, self-regulation, and psychological adjustment. Pearson correlation analysis was conducted using SPSS (Version 24) to examine variable relationships.
Results: The findings indicated a significant indirect effect of self-regulation on academic quality of life through psychological adjustment (p < 0.05). Additionally, the direct relationship between self-regulation and academic quality of life was positive and statistically significant (p < 0.01).
Conclusions: The study highlights the crucial mediating role of psychological adjustment in enhancing the relationship between self-regulation and academic quality of life. Students with stronger self-regulation skills tend to experience better psychological adjustment, which in turn positively influences their academic quality of life.
Type of Study: Original |
Subject:
Educational Psychology
Received: 2024/08/14 | Accepted: 2025/01/19 | Published: 2025/06/1
Received: 2024/08/14 | Accepted: 2025/01/19 | Published: 2025/06/1
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