Assessment of Academic Adaptation based on Classroom Environment Perceptions, Family Functioning in High School Students in in Sari, Iran

Abstract

Background: Many psychological factors can arise during a student's school years that can have a positive or negative effect on their academic life as well as their learning process. Therefore, the present study aimed to explore the structural model for predicting academic adaptation based on perception of classroom environment and family functioning in girl students of high school. Materials & Methods: The approach used in this analysis was the structural equation modeling correlation. The statistical population of this study included all female high school students in the 2 Sari districts in the academic year of 2019-2020 in the second year of high school. Based on the table by Jesse and Morgan, multi-stage sampling was used to select 450 individuals. They were answered Baker and Siryk’s the Student Adaptation to College Questionnaire (SACQ), Classroom Perceptions Questionnaire (CPQ), The Developmental Family Functioning Assessment Scale (DFFAQ). Using SPSS software version 26.0. to analyze data. Results: The highest percentage of participants were 16-year-old students, with 211 (46.4%), and the lowest number of participants were 17-year-old students, with 78 (17.1%). According to the results, the perception of the classroom environment (β= 0.561, P=0.01) and the measure of family functioning (β= 0.747, P=0.01) was both positively influenced by academic adaptation. Conclusion: The findings of this study indicated that classroom environment and family functioning for progress significantly predict students' academic adjustment of Sari high school's second-year female students.