Relationship between Identity Styles and Academic Achievement Motivation with Academic Engagement at University of Medical Sciences

Academic engagement can be affected by many factors, including identity styles and achievement motivation. Hence, this study aimed to investigate the relationship between identity styles and academic achievement motivation with academic engagement at the University of Medical sciences that itwas descriptive-correlation research. The study included statistical community of male and female students at the University of Medical Sciences Tabriz in the academic year 2016-2017; then with the use of cluster random sampling method, 210 students of this community were chosen and investigated. To collect the data, identity styles Berzonsky, Herman's academic achievement motivation and academic engagement Zerang were utulized. Data correlation and multiple regressions were analyzed by statistical software SPSS.22. Afterwads, the result showed that academic engagement had a significant positive relationship with informational identity styles, normative identity style and academic achievement motivation and the academic engagement. Although, there was a significant negative relationship with diffuse / avoidant identity. In addition, regression analysis showed that informational and normative identity styles and academic achievement motivation on students' academic engagement had a positive effect; however, it was observed no effects of the style diffuse / avoidant identity on students' academic engagement. Based on conclusive evidences, academic engagement and academic achievement motivation were increased by the use of informational and normative identity styles and reduced by identity styles confused / avoidance, respectively.