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

The aim of this study was to compare the sense of belonging, adjustment and academic buoyancy in Iranian and Afghan students in elementary schools. The present study is a causal-comparative study. The statistical population was 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, Hossein Chari and Dehghanizadeh Academic Buoyancy Scale, Brew et al. students’ sense of connectedness with school scale and the Student Adjustment Scale were used. Research hypotheses were tested using univariate and multivariate analysis of variance to compare sense of connectedness with school, adjustment and academic buoyancy in Iranian and Afghan elementary students. 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.