Predicting the Relationship between Academic Adjustment and Self-efficacy and Social Skills

Academic adjustment is multidimensional and is affected by many factors. The present research was conducted with the aim of predicting the academic adjustment of first year high school students based on their self-efficacy and social skills.

The research method was descriptive and correlational. The statistical population of the research consisted of all the female students of the first year of high school in Hamedan city, numbering 4700 people, out of the above statistical population, the number of 245 female students was determined using the relative stratified random method as the statistical sample was selected. Matson et al.'s (1983) self-efficacy questionnaires and Bar-Ann's social skill questionnaires were used to collect data. The collected data were analyzed using Pearson's correlation coefficient and multivariate regression.

The findings of the research showed that there is a significant positive relationship between the academic adjustment of the female students of the first year of high school with self-efficacy and social skills. Also, the results of multivariate regression analysis showed that self-efficacy and social skill variables significantly predict 34% of the variance of academic adjustment of female students in the first year of high school.

The results showed that there is a significant relationship between academic adjustment and students' self-efficacy and social skills.