Structural Model of the Relationship between Self-Regulation Strategies, Problem-Solving Skills, Academic Adjustment, and School Belonging with the Mediation of Students' Goal Orientation

Abstract

Self-regulated learning is defined as an active, goal-directed self-control behavior with both motivational and cognitive components to accomplish and complete academic tasks by a student. The purpose of the present study was to test the proposed model of the causal relationship between self-regulation strategies, problem-solving skills, academic adjustment, and school belonging, with the mediation of students' goal orientation. This study was a correlational research of the path analysis type. The statistical population consisted of all middle school students in Tehran who were studying in the academic year 2023-2024. A total of 250 middle school students from Tehran were selected using cluster sampling. Data were collected using the Self-Regulated Learning Strategies Questionnaire, the Heppner and Peterson Problem-Solving Inventory, the Baker and Siryak (1984) Academic Adjustment Questionnaire, the School Belongingness Questionnaire, and the Revised Achievement Goal Orientation Questionnaire. Data analysis was conducted using SPSS version 24 and AMOS version 20. The results revealed significant direct and indirect effects of self-regulation strategies and problem-solving skills on academic adjustment and school belonging, with goal orientation serving as a significant mediator. These findings suggest that fostering self-regulation and problem-solving abilities, while emphasizing the importance of goal orientation, can enhance students' academic adaptation and sense of belonging to school. The study highlights the importance of these psychological and cognitive factors in promoting academic success and overall student well-being.