The Relationship of Thinking Styles and Academic Adjustment with Academic Achievement in High School Students

Document Type : Research Paper

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Abstract

 
The present study aimed at investigating the relationship of various thinking styles, and academic adjustment with academic achievement. The population of this descriptive-correlational study included all second and third grade high school students in city of Kashan, out of which a sample of 367 male and female students was selected through cluster random sampling. To collect the data, two standard instruments including the Thinking Styles Inventory (Strenberg & Wagner) and The Adjustment Inventory for School Students (Sinha & Singh) were used. The GPA of students were used as an index of their academic achievement. The data were then analyzed using Pearson correlation and MANOVA. The results of the study showed that judicial, executive, hierarchic, and monarchic thinking styles had positive significant relationship with academic adjustment. There was, however, negative significant relationship between anarchic and local thinking styles and academic adjustment. In addition, judicial, legislative, executive, hierarchic, monarchic, and conservative thinking styles had positive significant relationship with academic achievement whereas anarchic thinking style had negative significant relationship with the students’ academic achievement. Furthermore, the results indicated significant relationship between academic achievement and academic adjustment. Finally, it could be concluded that academic adjustment and academic achievement have relationship with thinking styles.

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The Journal of New Thoughts on Education
Volume 12, Issue 3
December 2016
Pages 157-182

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