Abstract: The aim of this study was to investigate the relationship between thinking styles and academic adjustment with academic achievement among girls and boys high school students in Kashan City and its suburbs. The study population included all students in second and third year of secondary school and there was a statistical sample of 367 people who were selected by cluster sampling method. In this study, we used Sternberg Wagner Thinking Styles questionnaires, Sinha and Singh training adaptations questionnaire and students' total average for academic achievement. Research data were analyzed using descriptive statistics, Pearson correlation coefficient, two-way ANOVA and the results showed that students who have executive, judgmental, monarchic and hierarchical thinking styles are more compatible and students who have holistic and lawlessness thinking styles are incompatible. The relationship between academic achievement and legislative, executive, judicial, monarchic, hierarchical, conservative thinking styles is positive and this relationship with lawless thinking styles is negative. There is a relationship between academic adjustment and academic achievement. When the student's compatibility increases, he would have higher academic achievement. With regard to gender, girls are more legislator and outward-oriented than boys. Female students compared to male students are more compatible. Boys in technical and vocational fields and a girls in the field of humanities are less compatible than other fields of study. Boys in the field of mathematical physics and girls in the field of natural sciences compared to other fields of study have more academic achievement.
Mahboubeh Heydari, Leila Zolghadrnia and Akram Mahmoudian, 2016. Relationship Between Types of Thinking Styles and Academic Adjustment with Academic Achievement among High School Students. The Social Sciences, 11: 2241-2249.