The Relative Contribution of Psychological Empowerment, Academic Persistence, and Future Orientation in Predicting Academic Adjustment among Adolescents

This study explores the relationship between psychological empowerment, academic persistence, future orientation, and academic adjustment in adolescents. As well as revealing the presence of gender and age differences in these variables. The study also aimed to determine whether psychological empowerment, academic persistence, and future orientation contribute to predicting academic adjustment. A total of 180 adolescents’ students in grades 7 through 11 from some public middle and high schools in Kafr El-Sheikh city, Egypt, were included in the study. Scales of psychological empowerment, academic persistence, future orientation, and academic adjustment were used to collect data. The given data was examined using the appropriate statistical tests. The findings revealed a positive correlation between the studied variables. The findings also showed no differences in psychological empowerment, academic persistence, future orientation, or academic adjustment between males and females. In addition, there were no significant differences between students in middle and high school in psychological empowerment, whereas differences were found in academic persistence, future orientation, and academic adjustment in favor of high school students. Finally, the findings indicated the contribution of psychological empowerment, academic persistence, and future orientation in predicting academic adjustment. Some recommendations and suggestions were provided, considering the findings.