Journal of Research in Educational Systems

Abstract Objective: The aim of the study was to develop an educational package for academic adjustment and to examine its effectiveness on emotional-behavioral engagement and self-acceptance in students.
Method: The research method was a semi-experimental pre-test-post-test type with a control group and a follow-up period. The statistical population included all second and third year students of Yazd University in the academic year 1403-1404, of which 30 students were selected through purposive sampling and randomly assigned to two experimental (15 people) and control (15 people) groups. The experimental group received the educational adaptation package intervention of Hasib Hosseinabadi et al. (1403) in 10 90-minute sessions. The instruments used included the Academic Behavioral-Emotional Conflict Questionnaire (Wellborn, 1991) and the Unconditional Acceptance Questionnaire (Chamberlain & Haaga, 2001). Data analysis was performed using repeated measures analysis of variance using SPSS26 software.
Results: The results of the content evaluation showed that all sessions were considered essential by experts (CVR=0.92) and their content was fully relevant to the objectives of the sessions (CVI=0.83). Also, the results of repeated measures showed that there was a significant difference in the mean scores of emotional and behavioral engagement and non-engagement and self-acceptance in the pre-test, post-test and follow-up stages (p<0.001). In other words, the educational package for students' academic adjustment was effective on engagement and non-engagement in self-acceptance, and the effects of the intervention remained in the follow-up stage.
Conclusions: Based on the available evidence, self-acceptance and emotional-behavioral engagement can be improved in students by providing academic adjustment training by university counselors and professors, and students can adapt themselves to the educational process and improve their academic performance with the help of academic adjustment techniques. It can also be used as an intervention in the treatment of students' behavioral and academic problems.

Abstract Objective: Today, high-level education, achieving professional and career goals in the daily life cycle of many people are considered natural. In the meantime, academic adjustment as one of the general dimensions of psychosocial adjustment has always been of interest to researchers in the field of education, so this study was conducted with the aim of investigating the mediating role of academic self-efficacy in the relationship between self-worth and self-criticism with students' academic adjustment. Method: The research method was descriptive-correlational. The statistical population included second and third year students of the Faculty of Science of Yazd University who were studying in the academic year 1402-1403 and consisted of 800 students. To select a sample from the aforementioned population, 300 students were selected using the convenience sampling method. All students responded to the Self-Esteem Resources Scale (Crocker, et al., 2003), the Self-Criticism Levels Scale (Thampson & Zuroff, 2004), the Student University Adjustment Questionnaire (Baker & Siryk, 1984), and the Self-Efficacy Questionnaire (McIlroy & Bunting, 2001). Data analysis was performed using structural equation modeling. Results: The results showed that the direct relationship between academic self-efficacy and academic adjustment (0.675), self-esteem with academic self-efficacy (0.548), and self-criticism with academic self-efficacy (-0.77) was significant (p<0.05). Also, based on the Sobel test, since the test statistics were higher than 1.96 (p<0.001), the indirect relationship between self-esteem and academic adjustment through self-efficacy and the indirect relationship between self-criticism and academic adjustment through self-efficacy were significant. Conclusions: According to the results of the research, educational packages based on academic adaptation can be used to improve self-criticism, self-esteem, and academic self-efficacy in students.