Reaction patterns, adjustment and academic achievement of students in pluri and monocultural educational contexts

Abstract

ABSTRACT

This research work consists basically in knowing and analysing ways of reaction, adjustment and academic achievement of the student population in pluri and monocultural educational contexts, in order to detect their strong and feeble points, in order to facilitate and improve his orientation. The questionnaire “Ways of Reaction and Adjustment” (WRA) was applied to 614 participants of Secondary Obligatory Education (SOE) and Higher Secondary Education in order to analyse the variables: “control”, “irritability”, “aggressiveness”, “inhibition”, “insecurity” and “worry” (reaction scale); and “personal”, “familiar”, “student” and “social” (adjustment scale). The economic, social and cultural status (ESCS) of the participants was middle to high-middle.The main conclusions are: 1º) There are disadvantages between students in monocultural contexts, regarding their ways of reaction and adaptation. In Muslim students, this related to the interpersonal domain and, in Christian, to the intrapersonal. 2º) There is congruence of the maturity of the student body of the upper course that stands out in the positive, and the disadvantage of the more youngsters, that do it in the negative. 3º) Male students reveal in their character “irritability”, “inhibition” and insecurity. 4º) Christian students stand out in interpersonal variables and Muslim student in interpersonal, especially negative. 5º) Of all the variables analysed on the ways of reaction and adjustment of the student population, regarding their academic achievement, only “social adjustment” stood out for students with high achievement.