academic identity

The aim of the research was to Investigating the relationship between academic identity and academic self-efficacy with academic well-being: academic procrastination played a mediating role in studentsThe research method was correlation and structural equation model. The statistical population of all high school girls in Tehran, whose number was about 3000. According to Morgan's table, the statistical sample was 301 first year high school students who were selected by multi-stage cluster sampling method. The students completed the academic well-being questionnaires of Tuominen-Soini& El., (2012)، Was & Isaacson's academic identity(2008), Jinks& Morgan's academic self-efficacy, (1999) and Solomon& Rothblom academic procrastination(1984(. The validity of the questionnaires was confirmed through face validity by referring to the views of experts and experts; Also, the reliability of the questionnaires was obtained based on Cronbach's alpha coefficient for four questionnaires, respectively 0.80, 0.72, 0.70 and 0.71. Data analysis was done with AMOS version 26 software.

The results showed that the total path coefficient between academic self-efficacy and academic well-being and the total path coefficient between academic self-efficacy and academic well-being were significant. Pursuing academic identity and academic procrastination explain 0.16 of the academic well-being variable and academic self-efficacy and academic procrastination explain 0.18 of the variance of the academic well-being variable.

In order to improve the academic well-being of students, it is possible to strengthen their academic self-efficacy, academic identity and reduce the amount of academic procrastination by planning and applying measures and holding educational classes in the school.

The faculty members develop their academic identity through scientific work and living in the university environment. The engagement of professors in diverse responsibilities can lead to confusion and tension regarding their academic identity. This study aimed to investigate the impact of task diversity on the identity tension of faculty members at public universities in Iran.

The research employed a multi-methods approach, consisting of quantitative and qualitative sections. The statistical population included all faculties of public universities in Iran, with 373 participants from 45 universities selected through stratified random sampling for the quantitative segment. In the qualitative part, in-depth interviews were conducted with 12 faculty members and university administrators whom identified through purposive sampling.

The findings indicate that faculty members believe that it is essential to undertake various responsibilities to better fulfill their academic mission. The results show that, in general, the identity tension of faculty members at public universities in Iran is above average. Based on the results derived from regression analysis, the component of professional research has a stronger predictive power regarding academic identity tension, followed by the components of social activism and exclusive income sources. Additionally, the impact of lifelong learning and excellence in teaching on identity tension was found to be insignificant. The results also indicate that faculty members tend to retain their positions and show no inclination to leave their university, with the reasons for their desire to stay. These reasons could be categorized into two groups: optimistic and concerning factors.

Academic identity is a crucial aspect of the university system. It is essential to create an environment that nurtures academic identity and prevents it from being compromised by various responsibilities, involvement of non-academic individuals, or any other factors that may cause identity tension.

The faculty members develop their academic identity through scientific work and living in the university environment. The engagement of professors in diverse responsibilities can lead to confusion and tension regarding their academic identity. This study aimed to investigate the impact of task diversity on the identity tension of faculty members at public universities in Iran.

The research employed a multi-methods approach, consisting of quantitative and qualitative sections. The statistical population included all faculties of public universities in Iran, with 373 participants from 45 universities selected through stratified random sampling for the quantitative segment. In the qualitative part, in-depth interviews were conducted with 12 faculty members and university administrators whom identified through purposive sampling.

The findings indicate that faculty members believe that it is essential to undertake various responsibilities to better fulfill their academic mission. The results show that, in general, the identity tension of faculty members at public universities in Iran is above average. Based on the results derived from regression analysis, the component of professional research has a stronger predictive power regarding academic identity tension, followed by the components of social activism and exclusive income sources. Additionally, the impact of lifelong learning and excellence in teaching on identity tension was found to be insignificant. The results also indicate that faculty members tend to retain their positions and show no inclination to leave their university, with the reasons for their desire to stay. These reasons could be categorized into two groups: optimistic and concerning factors.

Academic identity is a crucial aspect of the university system. It is essential to create an environment that nurtures academic identity and prevents it from being compromised by various responsibilities, involvement of non-academic individuals, or any other factors that may cause identity tension.

This study aimed to understand the process of academic freedom construction in the academic society of Iran and was carried out using a qualitative approach and grounded theory strategy. Participants in the study were 17 faculty members from Iranian universities. Purposeful and theoretical sampling was performed with maximum variety. A deep interview protocol was used to collect information, and the interviews continued until theoretical saturation was reached. Information was analyzed using theoretical coding model of Strauss and Corbin (1990). Guba and Lincoln's four criteria were used to validate the findings. The findings of the research were based on 38 core categories and 13 selective categories, which were placed in the final model based on the systematic approach of Strauss and Corbin. The central phenomenon was named as "academic custom and inevitable academic subject" in a two-core form. Academic agents have chosen strategies such as "rethinking academic identity, wellness cocoon and self-investment" to face the central phenomenon. The output of this mechanism of strategies and interactions has finally led to cautious action in the academic field, which we have called "anxious academic freedom".

The present study investigates the mediating role of academic enthusiasm in the relationship between academic identity and female students’ sense of belonging to the school. It is a descriptive-correlational study through the structural equation method. The statistical population included all female secondary school students in Khorramabad city in the academic year of 2022-2023 and 800 students were selected using available sampling. evaluated by the sense of belonging to school questionnaire (SBSQ, Brew et al., 2004), Academic Identity Statuses Scale (AISS, Was & Isaacson, 2008), and academic enthusiasm scale (AES, Fredricks et al., 2004). Data analysis was done by the structural equation method. the results showed the proposed research model had a good fit. The findings showed that the direct and positive effect of academic identity achievement academic identity achievement on the sense of belonging, and the direct and negative effect of academic identity diffusion on the sense of belonging, are significant. The direct effect of academic enthusiasm on the sense of belonging is significant (P=0.001). The direct effect of achievement, diffusion, and academic identity moratorium on academic enthusiasm is significant (P=0.001). The indirect effect of achievement (P<0/001), diffusion (P<0/01), foreclose (P<0/05), and academic identity moratorium (P<0/001) on sense belonging with the mediating role of academic enthusiasm is significant. Thus, academic enthusiasm plays a mediating role in the relationship between academic identity and a sense of belonging.

Higher education, as a system tasked with training thoughtful and creative human resources, plays a significant role in development, advancement, and the production of new knowledge. The current study aimed to investigate the effectiveness of teaching cognitive and metacognitive strategies on academic identity among students of Tehran University of Applied Sciences, conducted in the 2020-2021 academic year.

This research, in terms of purpose, was applied and of a quasi-experimental design with a pre-test, post-test, and follow-up with a control group. The population included all students of the University of Applied Sciences in the 2020-2021 academic year, utilizing convenience sampling due to the need for a therapeutic protocol training method. The sample size comprised 30 individuals, randomly assigned with 10 in the cognitive experiment group, 10 in the metacognitive experiment group, and 10 in the control group. The data collection tool was the Wass and Isaacson (2008) Academic Identity Questionnaire. Both experimental groups underwent training in cognitive and metacognitive strategies for 8 sessions. Data were analyzed using two-way repeated measures analysis of variance (mixed between-within subjects-design).

The results of the effectiveness of cognitive and metacognitive strategy training showed that it only significantly impacted follow-through academic identity (F=3.91, P=0.032) and this effect was sustained in the follow-up phase.

Overall, considering the impact of self-regulated learning skills on students' academic identity, it can be concluded that as students' success in academics and academic challenges is crucial; therefore, enhancing self-regulation can lead to an improvement in the process of academic identity formation

The present study aimed to investigate the structural model of the relationship between teaching for successful intelligence and academic identity through the mediating role of basic psychological needs in students. The research method was correlation and the statistical population included the academic staff members of Farhangian University of Zahedan and all male and female students working at Farhangian University in 2022. Participants were 129 people who were selected by stratified random sampling. In order to collect data, Academic identity status measure (Was & Isaacson, 2008), Basic Psychological Need Satisfaction Scales (BPNSS) and Teaching for Successful Intelligence Questionnaire (Paloú & MaricuĠoiu, 2013) were used. The results indicated that the teaching for successful intelligence had a direct and significant effect on the basic psychological needs and academic identity in students. Also, basic psychological needs had a direct and significant effect on students' academic identity. According to the findings, the teaching for successful intelligence had an indirect and significant effect on students' academic identity through the basic psychological needs in students as well. The findings support the role of teaching methods based on cognitive factors on the personality and psychological outcomes in students.

The present study aims to investigate academic optimism, identity, and buoyancy as predictors of school well-being (interest in school, perceived academic self-efficacy, and destructive behaviors) among male high school students in Izeh City, Iran. The study employed a descriptive methodology with a correlational research design, and the statistical population consisted of male high school students in Izeh City, Iran. Among all the students, 300 were selected using the multistage random sampling technique. The academic vitality and well-being (ABQ) and Academic Optimism Questionnaire (AIQ), Academic Identity Scale (AIS), and buoyancy were applied for data collection. Furthermore, the canonical correlation coefficient and regression analysis were employed to evaluate the data. The results indicated that there is a significant relationship (r = 0.46 and p ≤ 0.01) between academic optimism (Hoy & Hoy, 2010), academic identity (Woodruff, 2003), and academic buoyancy (Martin & Marsh, 2006) and components of school well-being (interest in school, perceived academic self-efficacy, and destructive behaviors). The results from stepwise regression analysis show that the predictor variables of academic optimism and buoyancy fulfilled school well-being to 70.61%. According to the research findings, it is essential to provide different education levels in lower educational stages and invest more deeply in academic optimism.

This study aimed to investigate the relationship between family communication patterns and academic emotions with the mediating role of academic identity. To achieve this goal, 348 female high school students in Yasouj were selected by multi-stage cluster sampling method and They answered questionnaires of family communication patterns (Fitzpatrice & Ritchie, 1994), academic emotions (Pekrun et al, 2005), and the Academic Identity Questionnaire (Was & Isaacson, 2008). The results of path analysis showed that the direct effect of conversational orientation on academic emotions was significant, but the direct effect of conformity orientation on academic emotions was not significant. Except for the direct effect of conformity orientation on achievement identity style, all direct effects of conversational and conformity communication patterns on academic identity styles (moratorium, closure, diffusion, and achievement) were significant. Also, the direct effect of all identity styles on positive academic emotions and the direct effect of diffusion and moratorium academic identity styles on negative academic emotions was significant. The results also showed that family communication patterns through academic identity have an indirect and significant effect on academic emotions. Overall, the results indicated that academic identity played a mediating role in the relationship between family communication patterns and students' academic emotions.

Given the growing growth of virtual education and especially in the context of the spread of the coronavirus pandemic, the essential role of classroom management in improving the quality of education should be considered and The aim of this study was to develop a causal relationship model of purposeful classroom management in virtual education with students' psychological status and academic outcomes.

The research method was applied in terms of purpose and descriptive-correlational in nature. The statistical population of the study included students of different educational levels in public and Payame Noor universities in Tehran. The sample was selected based on Morgan table for unlimited communities and based on the number of dimensions of the studied variables equal to 384 people. Sampling method was available electronically due to coronavirus limitations. Data were analyzed using SPSS24 and LISREL8.8 software. Research tools included purposeful classroom management questionnaire in virtual education, Aschbacher et al.'s academic identity, Dehghanizadeh and Hosseinchari Academic buoyancy, Diener flourishing and Golparvar academic ethics questionnaire.

Findings showed that purposeful management of virtual classroom has a positive causal relationship with academic identity, academic buoyancy, flourishing and academic ethics.

As a result, the institutionalization of purposeful classroom management among Professors can be a practical tool in improving the quality of education in cyberspace and lead to the formation of positive academic, emotional and social consequences.

The present study was conducted with the aim of the relationship between study approaches and academic identity with the self-concept of second year high school students in Kalachai city. Based on this, the descriptive research method was carried out by correlational method. The statistical population of the research included 981 secondary school students of Kalachai city, of which 274 were selected as a statistical sample by cluster random method. Library and field methods were used to collect data. The data collection tools were the standard questionnaires of Tate et al.'s study approaches (1998), Rogers' self-concept (1938) and Vaz and Isaacson's (2008) academic identity. The statistical population and structure were examined and confirmed by confirmatory factor analysis method. The reliability of the questionnaires was estimated by Cronbach's alpha coefficient method for study approaches 0.88, self-concept 0.80 and academic identity 0.78 respectively. Analysis and Data analysis was done at two levels of descriptive statistics and inferential statistics. Thus, in order to test the research hypotheses, first of all, the Kolmogorov Smirnov test to check the normality of the data distribution and the structural equation technique to check the effect of independent variables on the dependent variable using software Lisrel statistical software was used. The results showed that there is a positive and significant relationship between study approaches and students' self-concept with an impact factor of 0.67 and between academic identity and students' self-concept with an impact factor of 0.73.

Educational systems are based on the education and training of the future generation of the society, and students have a central role in this system, and the existence of social support from families, the government, the education system, and organizations. And other inputs are required for their growth. In this regard, psychologists and teachers consider motivation as one of the key concepts used to explain different levels of performance. The main cause of behavior is motivation and it can be defined as the driving force of human activities and the factor of his learning. Also, this concept can be used to explain the difference between students who have the same aptitude for learning, but their academic progress is different. From the point of view of psychologists, motivation is an internal process that activates, directs and maintains behavior over time, and motivation has been divided into two categories: "internal" and "external". The aim of this study was to investigate the mediating role of academic self-efficacy in the relationship between success factors and student achievement motivation.

This was a descriptive correlational study. The statistical population of the present study included all 11th grade female students in Kermanshah in the academic year 2018-19. From this population, 400 people were selected using multi-stage cluster sampling method. Data collection tools were the Student's Academic Self-Efficacy Questionnaire (Jink and Morgan (1999), Waz & Isaacson (2008), Schumer's Epistemological Beliefs (1990), The Basic Psychological Needs of the Guardian et al. (2000), and Progress Motivation. Were Hermans (1987). Data were analyzed using structural equation modeling statistical method in SPSS24 and Amos24 software.

The results showed that the fit of the measurement model and the structural model of the research were confirmed. The results showed that epistemological beliefs, successful academic identity and basic psychological needs had a direct and significant effect on academic self-efficacy and achievement motivation and academic self-efficacy on achievement motivation. Finally, basic needs have a positive effect on successful academic identity and significance of 95% confidence level (P <0.05).

Based on the results of the study, students who have suffered from academic failure and their motivation for progress and success has a declining trend can be used by using psychological counseling to improve academic identity, epistemological beliefs and basic psychological needs. He intervened and provided the ground for their academic progress. The results of this research can also lead to proper planning in order to adopt appropriate school strategies to increase the motivation of students' progress and consequently reduce academic decline and reluctance.