Volume 20, Issue 3 (Autumn 2025)
jmed 2025, 20(3): 1269-1279 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Hamidian M, Mazidimoradi A, Jor A, Salehiniya H, Saravani S, Gazmeh H et al . Investigating the Academic Adjustment Status and Related Factors in Students of Zabol University of Medical Sciences. jmed 2025; 20 (3) :1269-1279
URL: http://jmed.ssu.ac.ir/article-1-1569-en.html
URL: http://jmed.ssu.ac.ir/article-1-1569-en.html
Mohsen Hamidian 
, Afrooz Mazidimoradi , Anis Jor , Hamid Salehiniya , Soleiman Saravani , Hananeh Gazmeh , Zahra Shahabinia *
, Afrooz Mazidimoradi , Anis Jor , Hamid Salehiniya , Soleiman Saravani , Hananeh Gazmeh , Zahra Shahabinia *
Birjand University of Medical Sciences, Birjand, Iran. , shahabiniaz@gmail.com
Abstract: (36 Views)
Introduction: Academic adjustment is a crucial component of student success in the university environment. Identifying the precise factors influencing this adjustment can aid targeted planning in the field of educational psychology. Therefore, this study aimed to evaluate the level of academic adjustment and its related factors among medical sciences students in Zabol, Iran.
Method: This descriptive-analytical cross-sectional study was conducted on 220 students. Academic adjustment was measured using the Student Academic Adjustment Questionnaire developed by Farahbakhsh and colleagues. Data analysis was performed with using Independent T-test, analysis of variance, and Pearson’s correlation coefficient at a significance level of less than 0.05.
Results: In this study, 57.9% of the participants were female, 90.6% were single, 68.3% resided in student dormitories, 60.9% were enrolled in the Faculty of Nursing, 35.6% were in semesters 7 and 8, and 69.3% were undergraduate students. The mean academic adjustment score was 72.86 ± 11.83, which was significantly higher in males compared to females (P = 0.012). There were no significant differences in academic adjustment scores based on marital status, place of residence, semester, faculty, educational level, or age (P > 0.05).
Conclusion: Academic adjustment among these students was at a relatively favorable level, with gender being a significant influencing factor. It appears that focusing educational and counseling programs on enhancing psychological skills and individual adaptability of students can be effective in improving academic adjustment.
Method: This descriptive-analytical cross-sectional study was conducted on 220 students. Academic adjustment was measured using the Student Academic Adjustment Questionnaire developed by Farahbakhsh and colleagues. Data analysis was performed with using Independent T-test, analysis of variance, and Pearson’s correlation coefficient at a significance level of less than 0.05.
Results: In this study, 57.9% of the participants were female, 90.6% were single, 68.3% resided in student dormitories, 60.9% were enrolled in the Faculty of Nursing, 35.6% were in semesters 7 and 8, and 69.3% were undergraduate students. The mean academic adjustment score was 72.86 ± 11.83, which was significantly higher in males compared to females (P = 0.012). There were no significant differences in academic adjustment scores based on marital status, place of residence, semester, faculty, educational level, or age (P > 0.05).
Conclusion: Academic adjustment among these students was at a relatively favorable level, with gender being a significant influencing factor. It appears that focusing educational and counseling programs on enhancing psychological skills and individual adaptability of students can be effective in improving academic adjustment.
Type of Study: Research |
Subject:
Medical Education
Received: 2025/06/9 | Accepted: 2025/12/15 | Published: 2025/12/21
Received: 2025/06/9 | Accepted: 2025/12/15 | Published: 2025/12/21
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
