List of Articles Academic identity

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  1 - Structural model of the relationship between academic identity and academic performance mediated by self-regulated learning strategies and motivational beliefs in female high school students
  Zahra Torkzadeh Arani Reza Jafari Harandi Susan Bahrami
  10.30486/jsrp.2021.1877706.2030
  The purpose of this study was to model the structural relationship between academic identity and academic performance by mediating self-regulated learning strategies and motivational beliefs in students. This research is applied in terms of purpose and descriptive-corre More

  The purpose of this study was to model the structural relationship between academic identity and academic performance by mediating self-regulated learning strategies and motivational beliefs in students. This research is applied in terms of purpose and descriptive-correlational in terms of method. The statistical population of this study consisted of 21940 female high school students in the four education districts of Qom who were studying in the 2018-19 academic year. The sampling method in the present study is multi-stage cluster sampling. Thus, first, the four education districts of Qom were considered as four clusters, then one school was selected from each district and three classes from each school. Finally, the sample size of this research was based on Krejcie, Morgan and Kohan table and according to the size of the population, it included 378 students. In this study, the questionnaire (questionnaire of academic identity status questionnaire (Was & Isaacson, 2008) and self-regulated learning strategies questionnaire (Pintrich & Degroot, 1990), which was designed by 5 Likert method, was used) Self-regulated learning strategies and motivational beliefs were used to collect data related to academic identity variables, and the average scores of students in the second semester were used for the academic performance variable. All statistical analyzes have been performed by structural equation modeling with partial least squares approach. Findings indicate a positive and significant effect of academic identity on academic performance directly. On the other hand, the effect of academic identity on academic performance indirectly and mediated by self-regulated learning strategies and motivational beliefs is also positive and significant. Manuscript profile
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  2 - Predicting Academic Engagement based on Academic Identity and Self-Directed Learning Mediates the Basic Psychological Needs
  Ali Sepahvand Nader Monirpour Majid Zargham Hajebi
  Purpose: The present study was conducted with the aim of Predicting academic engagement based on academic identity and self-directed learning mediates the basic psychological needs learning through mediation and self-determination. Methodology: This research is applied More

  Purpose: The present study was conducted with the aim of Predicting academic engagement based on academic identity and self-directed learning mediates the basic psychological needs learning through mediation and self-determination. Methodology: This research is applied in terms of purpose and correlational in terms of descriptive method. The study population consists of all twelfth grade female students of Robat Karim and Parand counties in the academic year 2019-2020. The research sample was 305 twelfth grade female students of Robat Karim and Parand cities who were selected by multi-stage cluster sampling. Students responded to the Academic Conflict Questionnaire (Rio, 2013), Academic Identity (Waz Wisxon, 2008), Learning Self-Guidance (Fisher, 2001), and Self-Determination (Ryan and Deci, 2000). After collecting the data, they were analyzed using Spss-24 and Amos-21 software and Pearson correlation coefficient and structural equations. The assumed model was fitting in the research community. Findings: The results of the analysis showed that the mediating role of self-determination in the relationship between academic identity and learning self-direction with academic engagement is positive and significant and the proposed model explains 43% of the variance of students' academic engagement. Conclusion: Based on the research findings, it was found that the effect of academic identity and learning self-direction is more indirect than self-determination and through self-determination. As a result, students' self-determination and academic engagement increase with increasing academic identity and self-direction. Manuscript profile
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  3 - The Role of Educational Identity and Objectives Orientation in Forecasting the Metacognitive Strategies of Self-Regulatory Learning"
  Farzane Yousefi zahraz zeinaddiny vida razavi nematollahi Aman Allah Soltani
  The purpose of this study was to investigate the role of academic identity and target orientation in predicting meta-cognitive strategies of self-regulation learning. For this purpose, 155 first-year undergraduate students at Birjand State Universities in the academic y More

  The purpose of this study was to investigate the role of academic identity and target orientation in predicting meta-cognitive strategies of self-regulation learning. For this purpose, 155 first-year undergraduate students at Birjand State Universities in the academic year 2015-2016 Were selected by multistage random cluster sampling. Contributors to the Wass & Isaacson Identity Questionnaire (2008); Meggli's Objective Orientation Scale (1998) and the Motivational Strategies Questionnaire for Learning Pentrich and De Groot (1990). The formal validity of the questionnaires was confirmed by experts And Cronbach's alpha coefficient for educational identity (0.80), target orientation (0.93) and motivational strategies for learning (0.86). The results were analyzed using Pearson correlation and linear regression tests using SPSS software. The results of the research showed that there was a significant positive relationship between the variables of the educational identity base and the target orientation (32%) with the criterion variable for metacognitive strategies is self-regulation learning And the beta value (0/526) for the target variable of goal orientation showed that while the effect of academic identity variable on self-regulation learning, The goal orientation variable can be a stronger predictor of self-learning metacognitive strategies. In the study of sub-variables, the results also showed that along with the successful academic identity component (38%) as a strong predictor Strong Metacognitive Strategies for Self-Regulatory Learning; Objective Orientation (8%) can also explain the tendency to use these strategies. Manuscript profile
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  4 - Analysis of the role of the hidden curriculum components in strengthening of students’ academic identity (Case study of Bonab Islamic Azad University)
  Mohammad Ali Mojallal Choboglu Elham Tamjid tash
           The hidden curriculum has considerable role in the quality of students’ academic behaviors strengthening. And it has more importance, the analysis of its causing factors as an opportunity and an effective factor in More

           The hidden curriculum has considerable role in the quality of students’ academic behaviors strengthening. And it has more importance, the analysis of its causing factors as an opportunity and an effective factor in promotional of students’ academic behaviors. The author tries to consider the role of the hidden lesson plan components (architecture and quality of the university building, social and official structure of the university, interaction between academic members and students and the relation between students and staff) in strengthening of students’ academic identity as a sample in Bonab Islamic Azad University. This research is an applied one and it was used the questionnaire for data gathering which consisted of 44 question in the field of hidden lesson plan, and according to Likert spectrum ( very low, low, moderate, high, very high) every question had been scored. The statistical community of this research consists of 8000 students of Bonab Islamic Azad University and the capacity of the sample computed 260 according to Cochran formula and they were selected categorical and by chance. For analyzing of the data gathering, it is used descriptive statistical indexes as: frequency, mean and for expressing of differences it is used Z- parametric and deductive chi square non parametric statistical test. It is used lesson planning professors’ views in order to estimate of the questionnaire currency. Also for determining questionnaire constancy, it is asked from 20 students to give their view about the question 2 times in common. The constancy coefficient computed by students for completed questionnaire was equal with (+0/94) and it is the sign of its trust, it means the correlation between questionnaire information is resulted from their actual views and there are not any other factors in it.  The descriptive statistical index as frequency and mean was used for analysis of the gathered data and Z parametric and chi square non parametric deductive statistical tests were used to explain the differences. The components of the hidden lesson plan are effective on strengthen of the students’ academic identity because of higher means. Manuscript profile
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  5 - Comparison of Academic Motivation, Social Competence and Academic Identity of Children of Single-parent Families and Nuclear Families
  raheleh shukuhi leyla bizhanikashkak fatemeh khazaeipool
  The purpose of this study was to compare academic motivation, social competence and academic identity of children of single-parent families and nuclear families. Using purposive sampling method, this cross-sectional study was carried out on 50 children of single-parent More

  The purpose of this study was to compare academic motivation, social competence and academic identity of children of single-parent families and nuclear families. Using purposive sampling method, this cross-sectional study was carried out on 50 children of single-parent families and 50 children of nuclear families who were homogeneous in terms of their age. The study made use of the inventory of school motivation (ISM) (McInerney & Sinclair, 1992), adolescent multidimensional social competence questionnaire (AMSC-Q) (Gómez-Ortiz & et al., 2017) and academic identity status questionnaire (AISQ) (Wass & Isaacson, 2008). In this study, Multivariate analysis of variance (MANOVA) was used for data analysis. The results of multivariate analysis of variance showed that there is a difference between academic motivation, social competence and academic identity among children of single-parent families and nuclear families. In this way, the children of single-parent families have lower scores in academic motivation, social competence and academic identity (achievement) than the children of nuclear families. The results also show that children of single-parent families have higher scores in academic identity (moratorium, diffusion and foreclose) than children of nuclear families. These results have important implications for family structure for their children's academic functions. Accordingly, educational psychologists and educational counselors can benefit from the results of the present study to improve the educational problems of single-parent children. Manuscript profile