Assessment and Practice in Educational Sciences In Press 2027 03 01 Designing and Validating a Curriculum Model Based on Enhancing Academic Adjustment, Academic Self-Efficacy, and Academic Achievement Motivation among Upper Secondary School Students in Bushehr County Designing and Validating a Curriculum Model Based on Enhancing Academic Adjustment, Academic Self-Efficacy, and Academic Achievement Motivation among Upper Secondary School Students in Bushehr County 1 16 EN Journal Article 2026 05 20 <p>The present study aimed to design and validate a curriculum model for improving and enhancing academic adjustment, academic self-efficacy, and academic achievement motivation among upper secondary school students in Bushehr Province. The study employed an exploratory sequential mixed-methods design (qualitative–quantitative). In the qualitative phase, grounded theory and the systematic approach of Strauss and Corbin were employed. Fifteen in-depth semi-structured interviews were conducted with experts—including curriculum planning faculty members, educational psychologists, and experienced teachers—selected through snowball sampling. The qualitative data were analyzed through open, axial, and selective coding using ATLAS.ti software. In the quantitative phase, the statistical population consisted of all 980 female students in the experimental sciences track at upper secondary schools in Bushehr Province. Based on Cochran’s sample-size formula, 305 students were selected through multistage cluster random sampling, of whom 280 returned acceptable questionnaires. The qualitative findings resulted in the identification of 241 open codes, 18 main components, and six overarching dimensions: causal conditions, the central phenomenon (an empowering curriculum), contextual conditions, intervening conditions, strategies, and consequences. The final model explained 64% of the variance in academic self-efficacy and 83% of the variance in academic achievement motivation. The proposed model was developed within the framework of Tyler’s five fundamental questions: (1) objectives, encompassing the enhancement of the three dimensions of adjustment, self-efficacy, and achievement motivation; (2) content, consisting of interconnected and spiral concepts emphasizing applicability and localization; (3) teaching–learning methods, including active teaching, peer learning, project-based learning, and group discussion; (4) assessment, including formative assessment, self-assessment, descriptive feedback, and performance-based assessment; and (5) revision, including mechanisms for obtaining continuous feedback from stakeholders. The curriculum model developed in this study demonstrated satisfactory validity and model fit and can be used as an effective framework for improving academic adjustment, academic self-efficacy, and academic achievement motivation among upper secondary school students.</p> https://journalapes.com/index.php/apes/article/download/311/324