Examining the structural model of the harm of the choosing major process on the adaptation with university and academic satisfaction of freshmen with the mediating role of psychological capital

Naeimi, Ghader; Ghamari Kivi, Hossein; Sadri Damirchi, Esmaeil; Sheykholeslami, Ali

doi:10.22034/jmpr.2023.55383.5500

Examining the structural model of the harm of the choosing major process on the adaptation with university and academic satisfaction of freshmen with the mediating role of psychological capital

Document Type : Research Paper

Authors

¹ Ph. D Student, Department of Counseling, Faculty of Education and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran.

² Professor, Department of Counseling, Faculty of Education and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran.

³ Associate Professor, Department of Counseling, Faculty of Education and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran.

10.22034/jmpr.2023.55383.5500

Abstract

One of the most important issues for freshmen is the basic attention to their academic satisfaction and adaptation with the university. The present study was conducted with the aim of evaluating the structural model of harm of choosing major process on adaptation with university and academic satisfaction with the mediating role of psychological capital. The design of the current research was of the correlation type using the structural equation modeling method. Among the 2490 freshmen through the national exam of Tabriz University in the academic year 2021-2022, 212 students were selected in a targeted manner and answered questionnaires of harm of choosing major process (Naeimi et al., 2022), adaptation with the university (Baker and Siriak, 1989 ), academic satisfaction (Ahmadi, 2018) and psychological capital (Lutans et al., 2007). To analyze the data, the structural equation modeling method and Amos18 software were used. The findings showed that the direct effect of psychological-individual issues on students' adaptation with university (-0.76) and academic satisfaction (-0.63) is negatively significant (P> 0/001). Also, the results showed that educational-social problems and structural-management defects indirectly (P> 0/001) and through psychological capital have an effect on academic satisfaction (+1/27) and adaptation with university (+1/34). Conclusion: In general, it can be said that the harms of the field selection process and psychological capital can play an important role in the satisfaction of students' education and adaptation.

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