The Relationship between Academic Identity and Attitude toward School with Students' Educational Punishment

The purpose of this study was to investigate the relationship between academic identity and attitude towards school with the academic procrastination of high school students. The research method is descriptive correlational. The statistical population of the study was 3870 students. Using a sample size determination formula, 364 students from secondary school were selected by stratified random sampling method. Three questionnaires, Solomon and Rothblum educational attentions, Attitude towards McCoych and Siegel (2002), Student Identity Status (AIS), Waz and Isaacson (2008), were used to collect data. The content validity of the questionnaire was confirmed using the viewpoints of the professors and the validity of the questionnaire was verified by confirmatory factor analysis. Combined reliability (CR) was used to calculate the reliability. All of these coefficients are higher than 0.7 and represent a high reliability of the questionnaires. Pearson correlation coefficient and regression were used for data analysis using PLS Smart software. Results showed that there is a negative and significant relationship between academic identity and educational neglect of students. There is a negative and meaningful relationship between the attitude towards the school and the students' educational negligence. There is a positive and significant relationship between attitude toward school and students' academic identity.