Determining the Effectiveness of the Academic Adaptation Training Package on the Academic Well-being of Senior High School Male Students

Abstract</span></span></span></span></span></span>
Background &

</span> Adaptating and harmonizing with oneself and the environment are vital for every living being; the daily effort of humans revolves around adaptation. Senior high school students struggle with academic activities during their studies. The future of students largely depends on whether they are successful or not. The purpose of this study is to investigate whether academic adaptation training affects the academic well–being of students or not. This article will not only provide scientific evidence for high school educators and administrators but will also be helpful by enhancing students' aptitude and adaptability through a comprehensive discussion of their educational environment.</span> The present study was conducted to determine the effectiveness of the educational adaptation training package on the academic well–being of students</span>.</span></span></span>

</span> This quasi–experimental study employed a pretest–posttest design with a control group. The statistical population comprised all senior male high school students in Mahabad City, Iran, in the academic year of 2018. After explaining the research content, its goals, special conditions, and challenges at the time of the research, 60 students with low scores on the academic well–being test were recruited. Then, they were randomly assigned to the experimental and control groups (30</span> students in each group). The inclusion criteria included students with a low academic well–being score, studying at the senior level of high school, having sufficient attention and appropriate academic performance, and being willing to cooperate with the researcher. The exclusion criteria were their non–cooperation and unwillingness to continue attending the meetings.</span> For the experimental group, </span>8</span> academic adaptation training sessions designed by Ashkoti et al. (2021) were held, and the control group did not receive any training. After the training sessions, control and experimental groups were given a posttest of academic well–being. Tuominen–Soini's academic well–being questionnaire (2012) was used to collect data. For data analysis, descriptive statistics, including mean and standard deviation, and inferential statistics, including 1–way analysis of covariance at a significance level of 0.05,</span> were employed using SPSS version 26</span> software</span>.</span></span></span>

</span> Based on the descriptive findings, the highest frequency of the students in the control and experimental groups was in the 12th</sup> grade (11 students) and then the 11th</sup> grade (14 students). Also, most of the members of both groups studied in the field of humanities (15 students in the experimental and 13 students in the control groups), lived in a two–parent family (14 students in the experimental and 13 students in the control groups), and had an average economic status (16 students in the experimental and 18 students in the control groups). The results of covariance analysis showed that after removing the pretest effect, there was a significant difference between the experimental group and the control group (p<0.0001) in the components of students' academic well–being scores in the posttest</span>.</span></span></span>

</span> Based on the findings, the academic adaptation training package is effective in students' academic development, and higher levels of academic adaptation are related to lower levels of academic burnout and higher levels of academic well–being. Academic adaptation training can be considered a suitable method and can effectively be used to improve the academic well–being of students</span>.</span></span></span></span></span></span></span></span></span>