Relationships of optimal online learning with academic aptitude, effort, and context mediated by academic adjustment

Academic adjustment can be an important factor in accepting the new online education environment and succeeding in this situation. The target population for this study comprised all students enrolled at universities in Ahvaz City, (Iran) during the 2022–2023 academic year. In this descriptive-correlational study, the purposive sampling method was employed to select 300 university students and asked them to answer the Academic Self-Efficacy Questionnaire (ASEQ), Online Education Questionnaire (OEQ), and Academic Adjustment Questionnaire (AAQ). The study findings revealed that aptitude, effort, and context all had positive significant relationships with academic adjustment in college students (p <.01). Additionally, effort, context, and academic adjustment exhibited positive effects on optimal online learning (p <.05). Our findings did not show a direct relationship between aptitude with optimal online learning in students. Aptitude, effort, and context were also found to have indirect yet significant effects on optimal online learning by affecting academic adjustment (p <.01). It is suggested that academic adjustment be promoted to enhance the effects of aptitude, effort, and the context of academic self-efficacy on optimal online learning among university students.