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

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.