Prediction of academic adjustment based on personality traits and psychological capital

Abstract Objective: The purpose of this study was 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 at the University of Kashan in February-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, Regression Analysis was run by SPSS 22. Results: The results showed that there is 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), 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 that there is a relationship between both personality traits and psychological capital with academic adjustment. According to the findings of this study, educational-counseling interventions that are oriented on personality and psychological capital could be helpful to promote student’s academic adjustment.