Comparison of School Connectedness, Adjustment and Academic Buoyancy in Iranian and Afghan Elementary Students

Abstract

The aim of this study was to compare the sense of belonging, adjustment and academic buoyancy among Iranian and Afghan students in elementary schools. To this end, a causal-comparative design was used. The statistical population included all Iranian and Afghan primary school students who were studying in one of the primary schools in the 11th district of Shiraz, Iran in the 2020 academic year. The sample consisted of 60 Afghan and Iranian male and female students who were selected by random sampling method. To collect data, HosseinChari and Dehghanizadeh Academic Buoyancy Scale, Brew et al. students' sense of connectedness with school scale and the Student Adjustment Scale were used. Data analysis was done using univariate and multivariate analysis of variance. Findings indicated that the scores of sense of connectedness with school, the adjustment (general adjustment, emotional adjustment, social adjustment and academic adjustment) and the feeling of buoyancy in Iranian students are higher than Afghan students. Cultural differences and immigration of Afghan students may be the possible explanations of the findings.