چکیده (انگلیسی):

Our study aims to highlight the relationship between students’ previous academic performances, psychological
characteristics of the learning motivation, learning strategies, and the first year academic adjustment. We suppose that
previous academic achievement, self regulated learning strategies and motivational orientations predict academic
adjustment. The hierarchical regression technique highlighted that self regulated learning strategies, academic self
regulation strategiesefficacy and test anxiety are predictors of academic adjustment, the strongest predictors being the metacognitive