The Relationship among Students' Perceptions of Learner Support System´s Quality with Academic Performance and Academic Adaptation in Zanjan University of Medical Sciences

Nowadays, medical sciences universities in the country try to improve the academic performance and their compatibility with the university environment by promoting the quality of the support systems provided to the students. In this regards, Students' satisfaction with these systems is of great importance. The aim of this study was to determine the relationship among pharmacy students' viewpoints on learning support systems quality and academic performance and academic adjustment in Zanjan University of Medical Sciences in 2018-2019.

This is a descriptive correlational study. The study population consisted of all pharmacy students of Zanjan University of Medical Sciences in the academic year 97-98, 420 of whom were reported by the Department of Education. Sample size was calculated by Cochran method and 200 students were selected using stratified random sampling. Data were collected using the combined learning support systems questionnaire and the Baker and Serial Academic Adjustment Questionnaire (SACQ). Data were analyzed using Pearson correlation and multiple regression in SPSS.

Between students' perceptions about the quality of support systems in all three dimensions of cognitive (r= 0.313 and P= 0.001), emotional (r= 0.226 and P= 0.029) and organizational (r= 0.182 and P=0.036) There was a significant positive and direct relationship with academic performance. Also between students' views about systems quality in cognitive dimension (r= 0/323 , P= 0/001), emotional (r=0/270 , P=0/019) and organizational (r= 0/389, P= 0/001) with compatibility there was a significant and positive relationship. The results of multiple regression test also showed that cognitive dimension (P= 0.001 and β= 0.303) and emotional (p= 0.001 and β= 0.201) were able to significantly explain academic performance. Also, cognitive dimension (P= 0.001 and β= 0.274), emotional dimension (P= 0.001 and β= 0.251) and organizational dimension (P= 0.001 and β= 0.368) were able to predict academic adjustment significantly.

Pharmacy students' views on the quality of supportive learning systems were favorable and had a direct and positive relationship with their academic performance and academic adjustment.