Document Type : Scientific Articles
Authors
1
M.A. Student in Educational Psychology, Department of Psychology, Birjand University, Birjand, Iran.
2
Master of Educational Management, Department of Educational Sciences, Birjand University, Birjand, Iran.
3
Assistant Professor, Department of Psychology and Counseling, Farhangian University, PO Box 889-14665, Tehran, Iran.
4
Associate Professor of Educational Management, Department of Educational Sciences, Birjand University, Birjand, Iran.
5
Master's student of Iranian Islamic History, Birjand University, Department of History, Birjand, Iran.
Abstract
The current research was conducted with the aim of predicting the adjustment of students based on school culture with the mediating role of quality of life at school. The research method was descriptive-correlational. The statistical population of research was2444 ninth-grade-male students of Birjand in the academic year of2022-2023, which 334 were selected as a sample according to Krejcie-Morgan's table and with Multistage cluster random sampling method. The research tools were Higgins-D’Alessandro & Sadh’s school culture questionnaires(1988), Sinha &Singh(1993) student adjustment and Williams & Batten's(1981) Quality of life at School questionnaires. Pearson's correlation coefficient test and structural equation approach and SPSS-26 and AMOS software were used for data analysis. All the coefficients of the direct path related to the relationship between school culture, quality of life in school and students' adjustment are positive and significant(p<0.01). The path coefficient of the indirect relationship between school culture and adjustment, through the mediating variable of quality of life in school, is significant at the alpha level of0.01. The goodness-of-fit index of the root of the approximation error is equal to0.076 and the standard root of the residual variance is equal to0.054, which indicates the good fit of the model. According to the findings, it is possible to predict students' adjustment through school culture and quality of life at school. The results have practical implications for psycho-educational interventions that improve the quality and conditions of students' academic life in school and the development of school culture with the help of administrators, teachers and school counselors.
Keywords
)