Predicting Students' Academic Adjustment Based on Problem-Solving Skills with the Mediating Role of Classroom Environment Perception: A Structural Modeling

The present study aimed to determine the structural model for predicting academic adjustment based on problem-solving skills with the mediating role of classroom environment perception among students at the Faculty of Literature, University of Lorestan. This was a descriptive correlational study, and structural equation modeling (SEM) was used for data analysis. The statistical population of the study consisted of 5,000 students at the Faculty of Literature, University of Lorestan, during the academic year 2023/2024 (with 1,890 male and 3,110 female students). Based on the sample size and using the Krejcie and Morgan table, a stratified random sample of 357 students (135 male and 222 female) was selected. To collect data, the following questionnaires were used: "Academic Adjustment" by Baker and Siryk (1984), "Problem-Solving" by Heppner and Petersen (1982), and "Classroom Environment Perception" by Gentry, Gable, and Reiza (2002). The validity of the research instruments was assessed using content validity (qualitative method), and their reliability was evaluated through Cronbach's alpha coefficient as an indicator of internal consistency. Data analysis was conducted using structural equation modeling (SEM) with SPSS version 24 and LISREL software.

The results of the study showed that problem-solving skills had a significant positive direct relationship with academic adjustment. Furthermore, positive classroom environment perception served as a mediating factor, strengthening the effect of problem-solving skills on academic adjustment. Statistical analysis revealed that the proposed model was able to predict significant changes in academic adjustment, especially among students with a positive perception of the classroom environment. These findings highlight the importance of considering environmental and psychological factors in improving academic adjustment and can provide strategies for enhancing students' academic performance. Therefore, it is crucial for university officials and higher education institutions to give more attention to these factors in improving students' academic adjustment.

The present study aimed to determine the structural model for predicting academic adjustment based on problem-solving skills with the mediating role of classroom environment perception among students at the Faculty of Literature, University of Lorestan. This was a descriptive correlational study, and structural equation modeling (SEM) was used for data analysis. The statistical population of the study consisted of 5,000 students at the Faculty of Literature, University of Lorestan, during the academic year 2023/2024 (with 1,890 male and 3,110 female students). Based on the sample size and using the Krejcie and Morgan table, a stratified random sample of 357 students (135 male and 222 female) was selected. To collect data, the following questionnaires were used: "Academic Adjustment" by Baker and Siryk (1984), "Problem-Solving" by Heppner and Petersen (1982), and "Classroom Environment Perception" by Gentry, Gable, and Reiza (2002). The validity of the research instruments was assessed using content validity (qualitative method), and their reliability was evaluated through Cronbach's alpha coefficient as an indicator of internal consistency. Data analysis was conducted using structural equation modeling (SEM) with SPSS version 24 and LISREL software.

The results of the study showed that problem-solving skills had a significant positive direct relationship with academic adjustment. Furthermore, positive classroom environment perception served as a mediating factor, strengthening the effect of problem-solving skills on academic adjustment. Statistical analysis revealed that the proposed model was able to predict significant changes in academic adjustment, especially among students with a positive perception of the classroom environment. These findings highlight the importance of considering environmental and psychological factors in improving academic adjustment and can provide strategies for enhancing students' academic performance. Therefore, it is crucial for university officials and higher education institutions to give more attention to these factors in improving students' academic adjustment.

The present study aimed to determine the structural model for predicting academic adjustment based on problem-solving skills with the mediating role of classroom environment perception among students at the Faculty of Literature, University of Lorestan. This was a descriptive correlational study, and structural equation modeling (SEM) was used for data analysis. The statistical population of the study consisted of 5,000 students at the Faculty of Literature, University of Lorestan, during the academic year 2023/2024 (with 1,890 male and 3,110 female students). Based on the sample size and using the Krejcie and Morgan table, a stratified random sample of 357 students (135 male and 222 female) was selected. To collect data, the following questionnaires were used: "Academic Adjustment" by Baker and Siryk (1984), "Problem-Solving" by Heppner and Petersen (1982), and "Classroom Environment Perception" by Gentry, Gable, and Reiza (2002). The validity of the research instruments was assessed using content validity (qualitative method), and their reliability was evaluated through Cronbach's alpha coefficient as an indicator of internal consistency. Data analysis was conducted using structural equation modeling (SEM) with SPSS version 24 and LISREL software.

The results of the study showed that problem-solving skills had a significant positive direct relationship with academic adjustment. Furthermore, positive classroom environment perception served as a mediating factor, strengthening the effect of problem-solving skills on academic adjustment. Statistical analysis revealed that the proposed model was able to predict significant changes in academic adjustment, especially among students with a positive perception of the classroom environment. These findings highlight the importance of considering environmental and psychological factors in improving academic adjustment and can provide strategies for enhancing students' academic performance. Therefore, it is crucial for university officials and higher education institutions to give more attention to these factors in improving students' academic adjustment.

The present study aimed to determine the structural model for predicting academic adjustment based on problem-solving skills with the mediating role of classroom environment perception among students at the Faculty of Literature, University of Lorestan. This was a descriptive correlational study, and structural equation modeling (SEM) was used for data analysis. The statistical population of the study consisted of 5,000 students at the Faculty of Literature, University of Lorestan, during the academic year 2023/2024 (with 1,890 male and 3,110 female students). Based on the sample size and using the Krejcie and Morgan table, a stratified random sample of 357 students (135 male and 222 female) was selected. To collect data, the following questionnaires were used: "Academic Adjustment" by Baker and Siryk (1984), "Problem-Solving" by Heppner and Petersen (1982), and "Classroom Environment Perception" by Gentry, Gable, and Reiza (2002). The validity of the research instruments was assessed using content validity (qualitative method), and their reliability was evaluated through Cronbach's alpha coefficient as an indicator of internal consistency. Data analysis was conducted using structural equation modeling (SEM) with SPSS version 24 and LISREL software.