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Introduction: Students' social adaptation and educational achievement require their educational conflict and self-efficacy in education. The aim of this study was to determine the fit of educational self-efficacy model based on educational conflict, goals progress and social adjustment of high school students.
Methods: The present study is descriptive-correlational. The statistical population included all second grade high school students in Tehran who were studying in the academic year of 2018-19. 547 students were selected as a multi-stage cluster method and entered the research. To collect data from “Morgan-Jinks Student Efficacy Scale”, “Zerang Educational Conflict Questionnaire”, “Achievement Goal Questionnaire”, and “Adjustment Inventory” was used. Data were analyzed by SPSS. 22.
Results: There was a significant correlation between the components of social adjustment, goals progress and educational conflict (excluding the avoidance component) with the educational self-efficacy with 99% confidence. These variables explained the value of educational self-efficacy variance (0.49, 0.37, 0.21), respectively. Fitness indicators were also optimal after pattern correction (0.074).
Conclusion: The correlation between educational self-efficacy and educational conflict with the goals progress and social adjustment n in the proposed model is well-suited. It is suggested that teaching methods emphasize student self-efficacy and educational conflict to promote social adjustment in learners.