The effectiveness of Education Based on the Academic Achievement Identity Model on Academic Stress and Academic Adjustment Along with the Follow-up Stage

Subject Areas : Learning

majid soleymani ¹ , Ezatolah Ghadampour ² , mohamad abasi ³

1 - Ph.D student in educational psychology, Lorestan of University, Khorramabad, Iran
2 - Professor of Psychology Department, Lorestan of University, Khorramabad, Iran.
3 - Assistant Professor of Psychology Department, Lorestan of University, Khorramabad, Iran.

Received: 2023-07-09 Accepted : 2023-09-02 Published : 2023-08-23

Keywords: Academic stress, Academic adjustment, academic achievement identity model,

Abstract :

The present study was conducted with the aim of determining the effectiveness of education based on the academic achievement identity model on academic stress and academic adjustment. This research was a quasi-experimental study with a pre-test, post-test and follow-up stage (two months) with a control group. The statistical population of the research consisted of all the male students of the first secondary school in Qom city who were studying in the academic year of 1400-1401. Among the statistical population, 60 people were selected by purposeful sampling and randomly assigned to two experimental and control groups. First, a pre-test was taken from both groups using the academic stress and academic adjustment questionnaire, then the students (during 7 sessions), their parents (during 7 sessions) and the school staff and parent's association of the respective schools (during 6 sessions) received the relevant parts of the educational package of the academic achievement identity. At the end, post-test and follow-up test (two months) were taken from both groups. The data were analyzed by factor analysis method with repeated measurements and using SPSS22 statistical analysis software. The findings showed that education based on the academic achievement identity model is effective in reducing academic stress (F=84.482 and P=0.000) and is effective in increasing academic adjustment (F=57.843 and P=0.000). Therefore, it is concluded that education based on the model of academic achievement identity on students in the first secondary period, apart from encouraging them to acquire a academic achievement identity in the identity search period, It reduces their academic stress and increases their academic adjustment.

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Eslami, F. (2019). The relationship academic identity, academic self-concept and the meaning of education with students' academic stress. Master's thesis. Islamic Azad University, Ardabil Sciences and Researches Branch [In Persian].

Gadzella, B. M., & Baloglu, M. (2001). Confirmatory factor analysis and internal consistency of the Student-life Stress Inventory. Journal of Instructional Psychology. 28 (2), 84-84.‏

Ghorbanian, E., Mohammdlo, H., KHanbani, M., & Yousefikia, M. (2016). Predicting Social Adjustment and Social Desirability Based on Attachment Styles among Female 10-12 year-old Elementary Students in Tehran. Knowledge & Research in Applied Psychology. 17 (1), 99-106 [In Persian].

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Hosseingholi, F., Kooshki, S., Farzad, V., & Eftekharzadeh, S. F. (2018). Modeling of Academic Adjustment in Boy Students Based on Causal Relationships of Personality Traits & Perceived Social Support with Mediating Self-Regulated Learning. Social Cognition. 7 (2), 27-50 [In Persian].

Jamehbozorgi, M., Rahiminezhad, A., & Hejazi, E. (2020). Relationship of identity dimensions, academic identity statuses to academic adjustment in first year students. Indian Journal of Positive Psychology. 11 (1), 8-11.

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Mortezaii, A., Iranmanesh, Z., Robati, F., & Manzari Tavakoli, V. (2022). The Effectiveness of Teaching Emotion-Oriented Strategies on Students’ Academic Self-Efficacy and Academic Adjustment. Journal of Applied Psychological Research. 12 (4), 363-378 [In Persian].

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Puolakanaho, A., Lappalainen, R., Lappalainen, P., Muotka, J. S., Hirvonen, R., Eklund, K. M., ... & Kiuru, N. (2019). Reducing stress and enhancing academic buoyancy among adolescents using a brief web-based program based on acceptance and commitment therapy: a randomized controlled trial. Journal of youth and adolescence. 48, 287-305.‏

Ravan, A., Samavi, A., Javdan, M., & Hajializadeh, K. (2020). Modeling the relationships among academic identity, psychological sense of school membership, and teacher support: The mediating role of academic adjustment in academic performance. Avicenna Journal of Neuro Psycho Physiology. 7 (4), 217-224.

Roeser, R. W., & Lau, S. (2002). On academic identity formation in middle school settings during early adolescence. In T. M. Brinthaupt & R. P.Lipka (Eds.), Understanding early adolescent self and identity: Applications and interventions (pp. 91–131). Albany: State University of New York Press.

Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary educational psychology. 25 (1), 54-67.‏

Salaam, B., & Mounts, N. S. (2016). International note: Maternal warmth, behavioral control, and psychological control: Relations to adjustment of Ghanaian early adolescents. Journal of adolescence. 49, 99-104.‏

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Satir, V. (1970). Humanization in family psychology, translated by: Behrouz Birshak (2009). Tehran: Roshd Publications [In Persian].

Sheikh-ol-eslami, A. & Abbaszadeh, V. (2019). The relationship diffusion, foreclosure, moratorium and academic achievement identity with students' academic adjustment. The first national conference of Tomorrow School. Mohaghegh Ardabili University, Ardabil [In Persian].

Shumaker, R., & Wood, J. L. (2016). Understanding first-generation community college students: An analysis of covariance examining use of, access to, and efficacy regarding institutionally offered services. The Community College Enterprise. 22 (2), 9-17.‏

Tabatabaei, Z., Kazemi, S., Rezaei, A., & Kouroshnia, M. (2020). The causal model of academic adjustment based on personality traits with the mediating role of goal orientation. Psychological Methods and Models. 10 (38), 203-224 [In Persian].

Talebian Sharif, J., Gerzin, Z., & Dargahi, M. (2003). Investigating the relationship between intelligence and identity base in high school and pre-university female students of districts 5 and 6 of Mashhad. Journal of Educational Sciences and Psychology of Ferdowsi University of Mashhad. 4 (1), 256-280 [In Persian].

Tan, J. B., & Yates, S. (2011). Academic expectations as sources of stress in Asian students. Social Psychology of Education. 14, 389-407.‏

Verner-Filion, J., & Vallerand, R. J. (2016). On the differential relationships involving perfectionism and academic adjustment: The mediating role of passion and affect. Learning and Individual Differences. 50, 103-113.

Vijayakumar, N., de Macks, Z. O., Shirtcliff, E. A., & Pfeifer, J. H. (2018). Puberty and the human brain: Insights into adolescent development. Neuroscience & Biobehavioral Reviews. 92, 417-436.‏

Vojoudi, KH. (2012). Examining the relationship between attribution style, academic stress and academic procrastination in secondary school students and examining it from the perspective of parents. Master's thesis. Allameh Tabatabaei University [In Persian].

Was, C. A., & Isaacson, R. M. (2008). The development of a measure of academic identity status. Journal of Research in Education. 18 (3), 94-105.‏

Yoder, N., Darling-Churchill, K., Colombi, G. D., Ruddy, S., Neiman, S., Chagnon, E., & Mayo, R. (2017). Reference Manual on Making School Climate Improvements. School Climate Improvement Resource Package. National Center on Safe Supportive Learning Environments.

Yoo, H. C., Miller, M. J., & Yip, P. (2015). Validation of the internalization of the Model Minority Myth Measure (IM-4) and its link to academic performance and psychological adjustment among Asian American adolescents. Cultural Diversity and Ethnic Minority Psychology. 21, (2), 237-246.

Abarashi, A., Hosseini, S. Y. (2012). Structural equation modeling. Publisher: Sociologists [In Persian].

Agolla, J. E., & Ongori, H. (2009). An assessment of academic stress among undergraduate students: The case of University of Botswana.‏ Educational Reserch and Review. 4 (2), 63-70.

Ahmadi, P. (2015). A comparative study of the structural relationships of academic self-efficacy, academic identity, emotional intelligence and academic performance in normal and gifted female students of the first grade of high schools in Tabriz. Master's thesis. Faculty of Literature and Humanities. Urmia University [In Persian].

Ali, A., Ahmad, M., & Khan, S. (2018). Social and Academic Adjustment of the University Students. Global Social Sciences Review. 3 (3), 378-394.‏

Anderson, J. R., Guan, Y., & Koc, Y. (2016). The academic adjustment scale: Measuring the adjustment of permanent resident or sojourner students. International Journal of Intercultural Relations. 54, 68-76.

Ang, R. P., & Huan, V. S. (2006). Academic expectations stress inventory: Development, factor analysis, reliability, and validity. Educational and Psychological Measurement. 66 (3), 522-539.‏

Aryanpour, H. R., Hejazi, E., Ejeei, J. & Gholamali Lavasani, M. (2019). Academic identity of Iranian students: a qualitative study. Journal of psychology. 23 (3), 234-253 [In Persian].

Azizinezhad, B. (2016). The Role of the Social Support of Schools on Academic Compatibility of the Students: by Effect of Mediating Satisfaction of the School, Hopefulness and Self-Efficacy of Students. Research in School and Virtual Learning. 4 (13), 57-68 [In Persian].

Baumrind, D. (1991). Parenting styles and adolescent development. In J. Brooks-Gunn, R. M. Lerner, & A. C. Petersen (Eds.), The encyclo-pedia on adolescence (pp. 746- 758). New York: Garland Publishing.

Bronfenbrenner, U. (1992). Ecological systems theory. Jessica Kingsley Publishers.

Chee, C. L., Shorty, G., & Robinson Kurpius, S. E. (2019). Academic stress of Native American undergraduates: The role of ethnic identity, cultural congruity, and self-beliefs. Journal of Diversity in Higher Education. 12 (1), 65- 73.

Deci, E. L., & Ryan, R. M. (2013). Intrinsic motivation and self-determination in human behavior. New York: Plenum.

Eslami, F. (2019). The relationship academic identity, academic self-concept and the meaning of education with students' academic stress. Master's thesis. Islamic Azad University, Ardabil Sciences and Researches Branch [In Persian].

Gadzella, B. M., & Baloglu, M. (2001). Confirmatory factor analysis and internal consistency of the Student-life Stress Inventory. Journal of Instructional Psychology. 28 (2), 84-84.‏

Ghorbanian, E., Mohammdlo, H., KHanbani, M., & Yousefikia, M. (2016). Predicting Social Adjustment and Social Desirability Based on Attachment Styles among Female 10-12 year-old Elementary Students in Tehran. Knowledge & Research in Applied Psychology. 17 (1), 99-106 [In Persian].

Gorjinpour, F., & Barzegar, M. (2022). The Effectiveness of Self-Efficacy Training on Emotional Cognitive Adjustment and Student's Stress in Secondary School Students. Quarterly Journal of Woman and Society. 13 (49), 105-118 [In Persian].

Hosseingholi, F., Kooshki, S., Farzad, V., & Eftekharzadeh, S. F. (2018). Modeling of Academic Adjustment in Boy Students Based on Causal Relationships of Personality Traits & Perceived Social Support with Mediating Self-Regulated Learning. Social Cognition. 7 (2), 27-50 [In Persian].

Jamehbozorgi, M., Rahiminezhad, A., & Hejazi, E. (2020). Relationship of identity dimensions, academic identity statuses to academic adjustment in first year students. Indian Journal of Positive Psychology. 11 (1), 8-11.

Kai-Wen. (2010). A study of stress sources among college students in Taiwan. Journal of academic and business ethics. 1 (7), 1-8.

Klink, J. L., Byars‐Winston, A., & Bakken, L. L. (2008). Coping efficacy and perceived family support: potential factors for reducing stress in premedical students. Medical education. 42 (6), 572-579.‏

Mortezaii, A., Iranmanesh, Z., Robati, F., & Manzari Tavakoli, V. (2022). The Effectiveness of Teaching Emotion-Oriented Strategies on Students’ Academic Self-Efficacy and Academic Adjustment. Journal of Applied Psychological Research. 12 (4), 363-378 [In Persian].

Nazemipour, B., Rahiminezhad, A., & Hejazi, E. (2016). Relationship between Identity Styles with Students Adjustment Components: the Mediating Role of Commitment. Educational Psychology. 12 (42), 1-21 [In Persian].

Pasbani, R., Shokri, O. & Pourshahriar, H. (2015). The mediating role of academic stress on the relationship between fear of negative evaluation and emotional well-being in gifted and non- gifted adolescents. Contemporary Psychology. 10 (1), 57-72 [In Persian].

Pettus, K. R. (2006). The relationship of parental monitoring to community college student adjustment and achievement: differences by gender, ethnicity, parental education level, and student residence. University of South Carolina.

Puolakanaho, A., Lappalainen, R., Lappalainen, P., Muotka, J. S., Hirvonen, R., Eklund, K. M., ... & Kiuru, N. (2019). Reducing stress and enhancing academic buoyancy among adolescents using a brief web-based program based on acceptance and commitment therapy: a randomized controlled trial. Journal of youth and adolescence. 48, 287-305.‏

Ravan, A., Samavi, A., Javdan, M., & Hajializadeh, K. (2020). Modeling the relationships among academic identity, psychological sense of school membership, and teacher support: The mediating role of academic adjustment in academic performance. Avicenna Journal of Neuro Psycho Physiology. 7 (4), 217-224.

Roeser, R. W., & Lau, S. (2002). On academic identity formation in middle school settings during early adolescence. In T. M. Brinthaupt & R. P.Lipka (Eds.), Understanding early adolescent self and identity: Applications and interventions (pp. 91–131). Albany: State University of New York Press.

Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary educational psychology. 25 (1), 54-67.‏

Salaam, B., & Mounts, N. S. (2016). International note: Maternal warmth, behavioral control, and psychological control: Relations to adjustment of Ghanaian early adolescents. Journal of adolescence. 49, 99-104.‏

Satir, V., Banmen, J., Gerber, J., and Gomori, M. (1991). The Satir Model: Family Therapy and Beyond. Palo Alto, CA: Science and Behavior Books.

Seaward, B. L. (2018). Managing Stress; Principles and Strategies for Health and Well-Being. Cathy L. Esperti: Boulder, Colorado.

Segal, Z. V., Williams, J. M. G., & Teasdale, J. D (2003). Mindfulness training and problem formulation. Clinical psychology: Science and practice. 10 (2), 157-160.

Satir, V. (1970). Humanization in family psychology, translated by: Behrouz Birshak (2009). Tehran: Roshd Publications [In Persian].

Sheikh-ol-eslami, A. & Abbaszadeh, V. (2019). The relationship diffusion, foreclosure, moratorium and academic achievement identity with students' academic adjustment. The first national conference of Tomorrow School. Mohaghegh Ardabili University, Ardabil [In Persian].

Shumaker, R., & Wood, J. L. (2016). Understanding first-generation community college students: An analysis of covariance examining use of, access to, and efficacy regarding institutionally offered services. The Community College Enterprise. 22 (2), 9-17.‏

Tabatabaei, Z., Kazemi, S., Rezaei, A., & Kouroshnia, M. (2020). The causal model of academic adjustment based on personality traits with the mediating role of goal orientation. Psychological Methods and Models. 10 (38), 203-224 [In Persian].

Talebian Sharif, J., Gerzin, Z., & Dargahi, M. (2003). Investigating the relationship between intelligence and identity base in high school and pre-university female students of districts 5 and 6 of Mashhad. Journal of Educational Sciences and Psychology of Ferdowsi University of Mashhad. 4 (1), 256-280 [In Persian].

Tan, J. B., & Yates, S. (2011). Academic expectations as sources of stress in Asian students. Social Psychology of Education. 14, 389-407.‏

Verner-Filion, J., & Vallerand, R. J. (2016). On the differential relationships involving perfectionism and academic adjustment: The mediating role of passion and affect. Learning and Individual Differences. 50, 103-113.

Vijayakumar, N., de Macks, Z. O., Shirtcliff, E. A., & Pfeifer, J. H. (2018). Puberty and the human brain: Insights into adolescent development. Neuroscience & Biobehavioral Reviews. 92, 417-436.‏

Vojoudi, KH. (2012). Examining the relationship between attribution style, academic stress and academic procrastination in secondary school students and examining it from the perspective of parents. Master's thesis. Allameh Tabatabaei University [In Persian].

Was, C. A., & Isaacson, R. M. (2008). The development of a measure of academic identity status. Journal of Research in Education. 18 (3), 94-105.‏

Yoder, N., Darling-Churchill, K., Colombi, G. D., Ruddy, S., Neiman, S., Chagnon, E., & Mayo, R. (2017). Reference Manual on Making School Climate Improvements. School Climate Improvement Resource Package. National Center on Safe Supportive Learning Environments.

Yoo, H. C., Miller, M. J., & Yip, P. (2015). Validation of the internalization of the Model Minority Myth Measure (IM-4) and its link to academic performance and psychological adjustment among Asian American adolescents. Cultural Diversity and Ethnic Minority Psychology. 21, (2), 237-246.