Investigating the Psychometric Properties of Self-Criticism and Self-Reassurance Scale in Iranian Students

Objective: This study aimed to investigate the relationship between personality traits and psychological capital with academic adjustment. Methods: The present study was a cross-sectional research. The study population comprised all male and female students studying at the University of Kashan from February to March 2018. A total of 360 (190 females and 170 males) students were selected by cluster sampling method. The adjustment inventory for college students (Sinha & Singh, 1995), HEXACO personality inventory (Ashton & Lee, 2008), and Luthans' psychological capital inventory (Luthans, 2007) were used to collect data. To analyze the data, we ran the regression analysis in SPSS V. 22. Results: The results showed a significant relationship between academic adjustment and honesty-humility (r=-0.19, P<0.01), emotionality (r=0.14, P<0.01), extraversion (r=-0.14, P<0.01), and conscientiousness (r=-0.32, P<0.01). In addition, a significant correlation between academic adjustment and psychological capital (r = -0.17, P <0.01) was observed. The results of the regression analysis showed that conscientiousness, emotionality, and honesty-humility predict 13% of the variance in academic adjustment. Moreover, the results of the regression analysis indicated that hopefulness predicts 3% of the variance in academic adjustment. Conclusion: The results of this study indicated a relationship between both personality traits and psychological capital with academic adjustment. Also, educational-counseling interventions based on personality and psychological capital could help promote student’s academic adjustment.