Evaluation of Psychometric Properties of Academic Identity Status Measure in Iranian Students

Academic identity is a reflection of variations of competence, autonomy, relatedness goals, self-efficacy beliefs, and emotional experiences presented in the interactions between adolescents and their teachers and peers and are characterized by how adolescents perform in academic areas. The aim of this study was to investigate the psychometrics properties of academic identity status measure. For this reason 450 students (229 girls, 221 boys) were selected through cluster sampling from population of first year high school students in Azna city. They completed the academic identity status measure (AIS) and identity style inventory (ISI-G6). After confirming the content validity of the academic identity status measure, the results showed good model fit to data. Cross-correlations of academic identity statuses and correlation of academic identity statuses to identity styles, identity commitment and academic achievement of students provided evidence of convergent and divergent validity of the academic identity status measure. The reliability coefficients of the questionnaire subscales were calculated using two methods of internal consistency (Cronbach's alpha) and test-retest reliability. Reliability was strong for identity achieved, foreclosed and diffuse status, and moderate for the identity moratorium. According to the findings, Academic Identity Status Measure has an acceptable validity and reliability in Iranian students