Structural Relationship between Perceived Difficulty, Social Comparison and Academic Self-Concept with Academic Adjustment of BA Students Urmia University

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.
Student's satisfaction determined by using a standard questionnaire. SPSS software used to analyze the data. Results of the research showed that blended electronic practical training of molecular and cellular laboratories can transfer knowledge and improve the quality of learning, as well as student satisfaction. We suggest that use the blended training model in the cell and molecular laboratories. It also suggested the content of the electronic material which combination with laboratory operations in the semester to use by other teachers. If further studies confirm that there are more points in combining instruction in this lesson, then using this superior model in other practical lessons.