Fatemeh Shahkarami,; Farah Naderi; Saeed Bakhtiarpoor,
Abstract
The purpose of this study was to investigating the mediating role of academic adjustment in the relationship between self- construal and IQ with entrance exam performance in students. In this descriptive correlational study, the statistical population consisted of all first year male and female undergraduate ...
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The purpose of this study was to investigating the mediating role of academic adjustment in the relationship between self- construal and IQ with entrance exam performance in students. In this descriptive correlational study, the statistical population consisted of all first year male and female undergraduate students in the experimental subgroup of October entrance of Khorramabad State Universities (Lorestan University and Medical Sciences) in the academic year 2021-2022. 300 people were selected as a sample. To evaluate the performance of students in the entrance exam, from the average percentages obtained in the entrance exam courses in 2019-2020, from the level score of students in the entrance exam and from a questionnaire Self- construal of Hardin, Leong & Bhagwat (2004), Adult Raven IQ test & Academic adjustment of Anderson, Guan & Koc (2016) were used for data collection in this study. The proposed model was evaluated using a path analysis. The results showed that all of the direct paths, except IQ path whit entrance exam performance, were significant. Also indirect pathways were significant IQ and self- construal with entrance exam performance with mediating role of academic adjustment and also, self- construal with entrance exam performance with mediating role of academic adjustment. Based on the results of this study, the proposed model has a good fit and is an important step in identifying the factors affecting students' entrance exam performance.
