Study of social integration in academia as a factor influencing the perseverance and academic achievement of FFL students in Iran

Academic achievement has been addressed for several decades in the paradigm of psycho-pedagogical research in Anglo-Saxon countries, particularly in the United States and Canada. In Iran, research on the subject was born almost two decades ago, and this, more at the primary and secondary levels than at higher education. Canada has adopted given its socio-economic contextual diversity resulting from the reception of immigrants, a more qualitative approach than the United States in its studies. The factors influencing academic success are closely related to the socioeconomic context of student populations, their academic discipline, their needs and expectations of the university. Thus, researchers have studied the impact of a variety of factors on the success of students in various disciplines. Social integration in academia is a factor frequently cited for improving their perseverance in several studies, including that of Tinto (1997). Given the emphasis of Anglo-Saxon research on the subject and assuming that this impact exists with regard to Iranian students of FFL as well, we intend to study in the present research, adopting the analytical descriptive method and a qualitative and quantitative approach, the role of this factor on their perseverance and academic achievement and we will finally propose solutions for increasing their social integration in the academic environment.