Modeling of Academic Adjustment in Boy Students Based on Causal Relationships of Personality Traits & Perceived Social Support With Mediating Self-Regulated Learning

The present study aimed to investigate academic adjustment based on personality traits and percieved social support with mediating self-regulated learning strategies. 300 male second grade students of a high school in Tehran during 1395-1396 were selected based on randomized stage cluster sampling and answered to Sinha and Singh (1993) academic adjustment, Eysenck (1963) personality traits, Zimth (1988) social support, Pintrich and De Groot (1990) motivational strategies questionnaires. The collected data were analysed by Lisrel software structural equation statistical methods. The result showed that meaningful and positive effect rather leads to more inadjustment. Extroversion (indirectly and with self regulated learning strategies) had a meaningful and positive effect on academic adjustment, that is, by increasing extroversion academic adjustment decreases. Aggression, indirectly and and througout self-regulated learning strategies had a positive and meaningful effect on academic adjustment, that is to say, as aggression  increases so does unadjustment. Neuroticism indirectly had a negative and meaningful effect on academic adjustment, in other words, as neuroticism increases so does unadjustment. Extroversion directly had a negative and meaningful effect on academic adjustment, meaning when extroversion increases unadjustment decreases. Aggression directly had a positive and meaningful effect on academic adjustment, meaning as aggression increases so does unadjustment. Social support on the other hand, directly had a negatove and meaningful effect on academic adjustment, in other words, with increasing social support unadjustment decreases as well.