A Study of Students’ Academic Adjustment Based on Sensitivity to Social Feedback and Experiences of Self-Deprecation in the School Environment

Abstract

The present study aimed to examine students’ academic adjustment based on sensitivity to social feedback and experiences of self-deprecation in the school environment. The research employed a descriptive-correlational design. The statistical population consisted of 284 secondary school students in Bileh Savar County during the academic year under study. The participants were selected using multistage cluster sampling. Data were collected using the Academic Adjustment Questionnaire, the Social Feedback Sensitivity Scale, and the Experiences of Self-Deprecation in the School Environment Questionnaire. For researcher-developed or culturally adapted instruments, content validity will be assessed based on expert judgment, and reliability will be examined using Cronbach’s alpha coefficient. Data were analyzed using descriptive statistics, Pearson’s correlation coefficient, and multiple regression analysis. The results indicated a significant relationship between academic adjustment and sensitivity to social feedback. Experiences of self-deprecation in the school environment were also significantly associated with academic adjustment. Regression analysis further showed that sensitivity to social feedback and experiences of self-deprecation could significantly predict variations in students’ academic adjustment. These findings suggest that attention to how students experience and interpret social feedback, reducing humiliating situations, and strengthening their sense of self-worth and competence may contribute to improved academic adjustment. Therefore, intervention programs focusing on social skills, emotion regulation, self-acceptance, and constructive feedback are recommended for schools.