The relationship between thinking styles, academic adjustment and academic achievement among high school students

According to the importance of academic achievement in every country , the present study aimed to investigate the relationship between thinking styles , adjustment and academic achievement.
This research was a descriptive and co relational study. The statistical population of this study was 367 male and female students who were studied in high school of Kashan city. The study was conducted using the cluster sampling method within each cluster units were then chosen by simple random sampling. To gather the data, two standard questionnaires on thinking styles of Strenberg and Zang and academic adjustment of Sinha & sing were used. Also, G.P.A of students were used as an index for academic achievement. Gathered data were analyzed by statistical methods of Pearson's correlation and MANOVA.
The results showed that thinking style of judicial, executive, hierarchic, monarchic had positive significant relationship and thinking style of anarchic and Local had negative significant relationship with academic adjustment.In addition thinking style of judicial, Legislative, executive, hierarchic, monarchic Conservation, had positive significant relationship and thinking style of anarchic had negative significant relationship with academic achievement . Also the results were demonstrates of significant relationship between academic achievement and adjustment.
Based on our research academic adjustment and academic achievement have relationship with thinking styles.