Volume 23, Issue 3 (Autumn 2021)                   Advances in Cognitive Sciences 2021, 23(3): 79-91 | Back to browse issues page


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Ravan A, Samavi A, Javdan M, Haji Alizadeh K. Prediction of academic performance due to dimensions of academic identity, teacher support, academic adaptation, and psychological membership in school in students. Advances in Cognitive Sciences. 2021; 23 (3) :79-91
URL: http://icssjournal.ir/article-1-1270-en.html
1- PhD Student of Educational Psychology, Bandar Abbas Branch, Islamic Azad University, Bandar Abbas, Iran PhD Student of Educational Psychology, Bandar Abbas Branch, Islamic Azad University, Bandar Abbas, Iran
2- Associate Professor, Department of Psychology, University of Hormozgan, Hormozgan, Iran
3- Assistant Professor, Department of Psychology, University of Hormozgan, Hormozgan, Iran
4- Associate Professor, Department of Psychology, Bandar Abbas Branch, Islamic Azad University, Bandar Abbas, Iran
Abstract:   (696 Views)
Introduction
Students will be the leaders of tomorrow's society. On the other hand, the educational performance of this segment of society, due to its impact on finding a suitable job, independence, learning to communicate with all around the world, and self-growth, is significant. Thus, the issue of success and failure in education is one of the most critical concerns of any educational system. Academic performance is all the activities that a person shows in order to pass different educational levels. Decreased academic performance of students is one of the major problems of educational systems that by wasting current costs, student frustration causes great harm to the student, his family, school, and society. Therefore, the study of academic performance and identifying the factors affecting it can significantly help improve the educational status of students. Considering that few studies have been done in this regard with the variables studied in this study at present, Thus, The purpose of this study was to investigate the role of dimensions of academic identity, teacher support, academic adjustment, and psychological membership in school in the academic performance of male and female high school students in the second semester of the academic year 2018-2019 in Larestan.
Methods
The research method was descriptive correlational in which the relationship between research variables is analyzed. This research used academic performance as independent variables, dimensions of academic identity, teacher support, academic adjustment and psychological membership in school as dependent variables. The statistical population included all male and female high school students in the second semester of the academic year 2018-2019. The sample of this study included 400 high school students in Larestan who were randomly selected. In this way, among high schools in Larestan, four girls' high schools and four boys' high schools (eight schools in total) were selected, and five classes from each school and ten students from each class were selected as a sample. First, the list of students of the mentioned schools was taken from the school officials, and after considering the criteria for entering and exclusion the research, the desired sample was selected randomly from the list of students. The criteria for entering the research were: being a high school student, informed consent to participate in the research, knowledge about the research goals. Also, the criteria for exclusion were: has a history of psychiatric disorder, physical illness, and disability affecting a person's life. In order to observe the ethical principles of the research, all subjects received information about the research. They were assured that all information would remain confidential and would only be used for research purposes. For privacy reasons, the subjects' details were not recorded. In the end, all of them received informed consent. The academic identity questionnaire, teacher support questionnaire, academic adjustment questionnaire, and psychological membership in school questionnaire were used. In this study, Data analysis was performed by descriptive statistical methods (mean, standard deviation), conventional correlation, and multiple regressions to measure the research variables. In this study, a significance level of less than 0.05 was considered. Data were analyzed using SPSS-24 software.
Results
Of 400 participating students, 215 were boys, and 185 were girls. The mean and standard deviation of the age of male students (15.93, 1.26) and female students (16.32, 1.48) were obtained. Also, the mean and standard deviation of the total age of students was 16.13 and 1.4. First, the normality of data distribution was checked and confirmed using Kolmogorov-Smirnov statistical test (P<0.05). The results of Wilkes lambda showed that there is a significant relationship between academic performance with the dimensions of academic identity, teacher support, academic adjustment, and psychological membership in school (P<0.001, λ=0.782 and F=46.98). That is means: The dimensions of academic identity, teacher support, academic adjustment, and psychological membership in school have a significant relationship with students' academic performance. The results showed the relationship between successful academic identity and academic performance (0.21), educational identity follows academic performance (0.19), confused academic identity with academic performance (-0.14); moratorium academic identity with academic performance (-0.20), psychological membership with academic performance (0.28), teacher support with academic performance (0.22), and academic adjustment with academic performance (0.44) are significant. The highest correlation coefficient is between academic adjustment and academic performance (0.44). Based on the results of the multiple regression analysis, multiple correlation coefficient for a linear combination of dimensions of academic identity, teacher support, academic adjustment, and psychological membership in school with academic performance was R=0.42, and the coefficient of determination was 0.22. The F for the obtained multiple correlations was 40.12, which is significant at the level of P≤0.001. Based on the regression analysis results, about 22% of the variance of the academic performance variable can be predicted with the help of predictor variables (dimensions of academic identity, teacher support, academic adjustment, and psychological membership in school). Result also showed that academic adjustment with (β=0.39) has the highest predictive power among the predicted variables.
Conclusion
In summary, the present study results revealed that the dimensions of academic identity, teacher support, academic adjustment, and psychological membership in school have a significant relationship with academic performance. According to the present study results, paying attention to teacher support, academic adjustment, and psychological schools membership in students' can contain valuable points to improve students’ educational status and academic performance. Therefore, it is necessary that schools and counseling centers, according to the academic performance of students and awareness of the factors affecting it, develop specific, codified, and accurate programs to create a suitable environment for the realization of students' potential talents, provide as much growth and flourishing as possible for them. Also, it is suggested that educational programs be held to understand the importance of academic identity, teacher support, academic adjustment, and psychological membership in school for teachers and school counselors.  Among the   research limitations, we can mention the use of only the questionnaire, the limited population, and the cross-sectional statistical sample of the research. Therefore, the use of other assessment methods such as interviews and observations along with questionnaires, the expansion of the statistical population and sample, the use of longitudinal studies can more appropriately explain the reasons for the increase or decrease in academic performance at different levels of education.
Ethical Considerations
Compliance with ethical guidelines
In order to comply with the ethical principles of the research, all subjects received information about the research. They were assured that all information would remain confidential and would only be used for research purposes. For privacy reasons, the subjects' details were not recorded. In the end, all of them received informed consent. It should be noted that this research has the code of ethics IR.IAUBA.REC.1397.046 from the Ethics Committee of the Islamic Azad University of Bandar Abbas.
Authors’ contributions
Ahmad Ravan and Abdolvahab Samavi: Defined the concepts in choosing the subject and designing the study. Mosa Javdan and Kobra Haji Alizadeh performed a search of the research literature and background. Ahmad Ravan collected and analyzed data. Writing and drafting: Kobra Haji Alizadeh. All authors discussed the results and participated in the preparation and editing of the article’s final version.
Funding
This research did not receive any specific grant from funding agencies in public, commercial, or non-profit sector.
Acknowledgments
This research was extracted from the PhD Thesis of the first author, in the department of psychology, faculty of psychology, Bandar Abbas Branch, Islamic Azad University, Bandar Abbas, Iran. In the end, the authors are grateful to all participants in the research and all those who have facilitated the implementation of the research.
Conflict of Interest
The author declared no Conflict of Interest
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Type of Study: Research |
Received: 2021/03/29 | Accepted: 2021/05/17 | Published: 2021/11/16

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