The role of moral identity in predicting academic adjustment and academic self-efficacy of students

This research was conducted with the aim of determining the role of moral identity in predicting academic adjustment and academic self-efficacy of students. The descriptive research method was correlation. The statistical population of this research includes all female secondary school students of the second period of Zahedan city in the number of 6865 students in the academic year 1400-1401, of which 366 students were randomly selected based on the Morgan table. The data collection tool was the moral identity questionnaire of Aquino and Reed (2002), academic adjustment by Baker and Seriak (1984) and academic self-efficacy by Jinks and Morgan (1999). The content validity and reliability of the questionnaires were estimated using Cronbach's alpha coefficient of 0.79, academic compatibility 0.81, and academic self-efficacy 0.79. The findings of the research showed that there was a positive and meaningful relationship between moral identity and academic adaptation and self-efficacy of students. The results of regression analysis showed that moral identity could predict 67.6% of changes in academic adjustment and 70.4% of changes in academic self-efficacy of students. Also, the components of moral identity were able to predict students' academic adjustment and self-efficacy.