Psychological Adjustment and its Relationship to Academic Achievement among Ninth-Grade Basic Education Students at Majer Educational Services Office in Zliten

Abstract

This study aimed to identify psychological adjustment and its relationship to academic achievement among ninth-grade students. The study population consisted of 625 students, from which a sample of 102 students was selected in accordance with scientific principles appropriate for the nature of the research. The study adopted the descriptive-analytical correlational method due to its suitability for the research objectives. Zainab Shuqair's Psychological Adjustment Scale was utilized as the data collection tool. After administering the tool and analyzing the results, the study found that the majority of the sample members were born in 2011 and were newly enrolled students. Their psychological adjustment scores ranged between 61 and 84, while their academic achievement levels ranged from "Good" to "Very Good." Furthermore, the results indicated a statistically significant relationship between the degree of psychological adjustment and academic achievement among ninth-grade students. However, no statistically significant relationship was found between the degree of psychological adjustment and either enrollment status or date of birth among the sample members.