بررسي عوامل موثر برسازگاري اجتماعي دانشجويان شاهد و غيرشاهد

Effective Factors in Social Adjustment of Shahed and Non-Shahed College Students

There is a variety of definitions for social adjustment. Sluubby and Guara (1988; Cited in Abedini, 2002) recognized it as SOCIal skills. They believe social adjustment is the capability of having bilateral relationships with other individuals in a particular social background. in a way that is acceptable and valuable within the principles of that society. On the other hand, Slornowski & Dunn (1996) believe that adjustment and social skills are the processes that make individuals capable of understanding and predicting othersʹ behavior as well as controlling their own behavior and social interactions. Different educational, psychological and sociological theories and issues have emphasized many factors affecting individualsʹ personal and social adjustment. Iwata et al. (2000) have classified these factors in six major categories as follow: Physical limitations due to budily conditions. psychological and socioenvironmental factors. child rearing factors, abnormal family structures. stress due to the modem industrial life. genetic and hereditary factors. Evcn though many theoretical and experimental efforts have been made to recognize the related factors in social adjustment, little attention has been paid to the role of beliefs and, value system, customs, and peopleʹs points of view on their social adjustment. Indeed, the attention has mostly focused on common population rather than a particular class of people such as college 5 -rudenrv. Studies and observations of consultation centers indicate that stress. anxiety and lack of self-esteem, lack of self and social confidence and lack of educational achievement are the factors that affect students so much that some of them cannot finish their education on time. leading to "motional instability and even sometimes causing psychological problems. and cndangering social and psychological compatibility (Roshan, 1309: Ghuhary. 1375). On the other hand, the research results in Iran and other countries show that religious beliefs and socio-plitical attitudes are predictive factors and related to the social aspects or the students life. The propose of this paper is to study the relation between religiosity. socio-political attitude. academic achievement of Shahed (member of the family of a war martyre) students in comparison with non-Shnhed college students who are studying in Tehranʹs universities. Research Question The relationship of social adjustment with religiosity, socio-political attitude and educational achievement in Shahed and non-Shahcd college students were asked Methods Present research based on data collection methods is a non-experimental (descriptive) study. It is in correlation and predictive (regression) design. Subjects Using the proportional stratified random sampling method, 315 Shahed college students (108 female and 147 male) and 3 I0 non-Shahed college students (152 female and 158 male) were been selected of universities located in Tehran. Instruments To collect Jaw, four instruments were used as follows: I. Persian form of California personality inventory (CPl) - with six subscale: Social standards, social skills, anti-social tendencies. family relations. school relation. and community relation. By this inventory each 6 subjectʹs social adjustment is extracted. 2. Socio-political inventory - to measure individualʹs availabilities in reaction to socio-political events, a socio-political attitude inventory was prepared (Khodayari fard et a!., 1381). The final form of this instrument has 31 items. 3. Student religiosity scaleʹ the student religiosity scale (Khodayarifard et.al, 1384) was used in this research.This scale has 2 parallel fonns(A&B), in which there are 113 item, all those items have been graded in five point likert scale. 4. To determine the Shahed and non-Shahed student educational achievement, their grades at the end of the terms were used. All of the instruments were administrated in the class in group form. Results As table I shows, there are positive and significant correlations between all dimensions of religiosity (religious knowledge, religion emotions, religions beliefs, and religious behavior) and all subscales of social adjustment (Social standards, social skills, anti-social tendencies. family relations. school relation, and community relation). It can be observed that there are positive and significant correlations between students total religiosity and their total social- political attitude (r=0.39 &p