University of Mohaghegh Ardabili Journal of School Psychology 22520821 11 2 2022 06 22 The model of structural relationships of family cohesion /adaptability, academic self-concept and social acceptability with school adjustment: the mediator role of educational engagement The model of structural relationships of family cohesion /adaptability, academic self-concept and social acceptability with school adjustment: the mediator role of educational engagement 6 20 1712 10.22098/jsp.2022.1712 FA Sajjad Basharpoor Professor, Department of Psychology, Faculty of Educational Sciences and Psychology, University of Mohghegh Ardabili, Ardabil, Iran. Fazeleh Heidari PhD Student in Psychology, Department of Psychology, Faculty of Educational Sciences and Psychology, University of Mohghegh Ardabili, Ardabil, Iran Journal Article 2022 07 18 <strong>Objective:</strong> The current study was aimed to investigate the model of structural relationships of family cohesion /adaptability, academic self-concept and social acceptability with school adjustment: the mediator role of educational engagement.<br /><strong>Methods:</strong> The method of this study was descriptive-correlational. The whole students of five and sex grades of primary schools in 96-97 educational years were constituted the statistical population of this study. The two hundred and sixty eight students selected by multistage random sampling from this statistical population and participated in this study. The instruments of students adjustment survey, academic self-concept, educational engagement, social desirability and family cohesion  and adaptability scale were used for gathering data. The gatherd data were analyzed by Pearson correlation and multiple regression tests and path analysis using SPSS₂₃and lisrel_8.7<br /><strong>Results:</strong> The found results showed that the structural model of adjustment to school basing on family cohesion, academic self-concept and social desirability with mediating role of and educational engagement have a good fitness. These results showed that family cohesion, academic self-concept and social desirability have a direct effect on the adjustment to school and have indirect effect of it via educational engagement. But, family adaptability has alone direct effect on adjustment to school (p<0/05).<br /><strong>Conclusion:</strong> the results of this study reveal that the cohesive and supportive family systems, academic self-concept and social desirability can affect students’ adjustment to school both directly and nondirectly via educational engagement. <strong>Objective:</strong> The current study was aimed to investigate the model of structural relationships of family cohesion /adaptability, academic self-concept and social acceptability with school adjustment: the mediator role of educational engagement.<br /><strong>Methods:</strong> The method of this study was descriptive-correlational. The whole students of five and sex grades of primary schools in 96-97 educational years were constituted the statistical population of this study. The two hundred and sixty eight students selected by multistage random sampling from this statistical population and participated in this study. The instruments of students adjustment survey, academic self-concept, educational engagement, social desirability and family cohesion  and adaptability scale were used for gathering data. The gatherd data were analyzed by Pearson correlation and multiple regression tests and path analysis using SPSS₂₃and lisrel_8.7<br /><strong>Results:</strong> The found results showed that the structural model of adjustment to school basing on family cohesion, academic self-concept and social desirability with mediating role of and educational engagement have a good fitness. These results showed that family cohesion, academic self-concept and social desirability have a direct effect on the adjustment to school and have indirect effect of it via educational engagement. But, family adaptability has alone direct effect on adjustment to school (p<0/05).<br /><strong>Conclusion:</strong> the results of this study reveal that the cohesive and supportive family systems, academic self-concept and social desirability can affect students’ adjustment to school both directly and nondirectly via educational engagement. https://jsp.uma.ac.ir/article_1712_6abe81c6bbb973b6d176ec8a089f0235.pdf