The Prediction of Academic Adjustment Based on Student Coping Strategies and Academic Ethics

The purpose of this study was to predict academic adjustment based on coping strategies and academic ethics of students. The type of research was applied and its method was descriptive correlational. The statistical population of the study consisted of high school male high school students in Karaj in eleventh and twelfth grades. 150 students were selected by random sampling method. Data collection tools included Sinha and Singe Academic Compatibility questionnaires (1993) with a reliability of 0.86, Billings and Moss Coping Strategies questionnaires (1984) with a reliability of 0.79, and Golparvar Academic Ethics Questionnaire (2010) with a reliability of 0.89. The validity of the questionnaires was based on the opinions of several professors and its reliability was determined by calculating Cronbach's alpha coefficient. Data were analyzed using SPSS 24 software and using descriptive and inferential statistics such as normality and regression tests. The results of the first hypothesis test showed that coping strategies and academic ethics can predict 42% of students' academic adjustment changes. The results of the second and third hypotheses showed that coping strategies have a positive and significant relationship with students' academic adjustment. Also, educational ethics a positive and significant relationship with students' academic adjustment.