Impact of the meaning in life on students' School Adjustment by mediating problem-focused coping and self-acceptance

The purpose of this study was to investigate the effect of the meaning in life on students' school adaptation by mediating problem solving and admission. The research method was descriptive, survey type, the statistical population of the study consisted of all female secondary school students in Babol, in the academic year of 2016-17. Among them, 208 subjects were selected using random cluster sampling. To collect the data, a questionnaire for the meaning in life (Steiger et al. 2006), School Adjustment Questionnaire (Kim, 2002), Coping Strategies Questionnaire (Lazarusand Folkman, 1985) and self-acceptance questionnaire (Chamberlain and Hague, 2001) was used. Data analysis was performed by Pearson correlation and path analysis in SPSS version 23 and Amos version 23. The results indicated that the meaning in life has a positive relationship with problem- focused coping, School adaptation and self-acceptance. School adaptation also has a positive correlation with problem- focused coping and self-acceptance. The meaning in life has a positive effect on School adaptation. Also, problem- focused coping has a significant mediating role in relation to meaning in life and adaptation to school, but self-acceptance itself does not play a mediating role in the relationship between meaning in life and School adaptation. In general, the results of this study show that having meaning and purpose in life can ensure student school adaptation. Also, the abstract and intrinsic style of self-acceptance is not effective to solve problems, but a direct behavioral strategy such as a problem-focused counteraction is efficient.