Comparison of academic adjustment components and academic performance between Iranian and immigrant high school students with regard to their "nationality-school type" and gender

The purpose of this study was to compare academic performance and academic adjustment components (clarity of purposes, academic effort, and academic satisfaction) among 2nd grade high school students in Yazd city with regard to their "nationality-school type" and gender among 3 groups: Iranian students in one-national and multinational schools and immigrant students in multi-national schools in 2015. 474 students were selected via multi-stage random sampling and completed academic adjustment questionnaire. Academic performance was assessed by grade point average, class portfolios and formative evaluation. The data were analyzed using MANCOVA and ANCOVA. The results showed that the main effects of »nationality-school type« and gender and the effects of their interaction on adjustment and academic performance were significant. Academic performance of Iranian students in one-nation schools was more than the other two groups. Boys had weaker academic performance; and there was no significant difference between girls and boys in terms of academic adjustment. The difference between academic effort and satisfaction with regard to nationality/type of school in all three groups was significant, but the difference between them in terms of clarity of purposes was not significant. Interaction of nationality/type of school and gender was significant only for clarity purposes. There was no significant difference in academic satisfaction and efforts among Iranian students in one-nation and multi-national schools. But, academic satisfaction was higher in immigrant students. Academic satisfaction and effort in Iranian students in one-nation schools was lower than immigrant students. Generally, clarity of purposes in Iranian girls in one-nation school was higher than Iranian boys and girls and immigrants’ boys in multi-national schools. It was recommended that educational consultants pay attention to the role of nationality, gender differences and academic environment in academic performance and academic adjustment.