The relationship between study approaches and academic identity with self-concept of secondary school students

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Article Type:
Research/Original Article (دارای رتبه معتبر)
Abstract:

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.

Language:
Persian
Published:
Journal of Management and educational perspective, Volume:4 Issue: 3, 2022
Pages:
48 to 66
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