The Relationship between Academic Hope and Students' Adjustment to University: The Mediating Role of Academic Self-Regulation

This study aimed to determine the mediator role of academic self-regulation between academic hope and students’ adjustment to the uni- versity. The research was a correlational study. The statistical population included all undergraduate students from Marvdasht Islamic Azad University, who were studying in 2019-2020. To conduct the research 336 students (161 men and 175 women) were selected by random multi-stage cluster sampling. They completed the Academic Self-Regulation Questionnaire (Bouffard, Boisvert, Vezeau & Larouche, 1995), the Academic Hope Scale (Pekran, Goetz, Titz & Perry, 2002), and the Student Adjustment to College Questionnaire (Baker & Siryk, 1984). Structural equation modeling was run as the statistical technique for analyzing the data. The results show that the proposed model’s fitness to observations was desirable. Also, academic hope has a direct effect on academic self-regulation and students’ adjustment to the university. The indirect effect of academic hope on university adjustment through the mediational role of academic self-regulation was significant too. Thus, academic hope affects students’ adjustment to the university directly and indirectly; through academic self-regulation. The results of this study have some implications; in order to increase the adjustment of students to the university academic hope and academic self-regulation should be taught and promoted.