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1- PhD Student, Department of Psychology, Bandar Abbas Branch, Islamic Azad University, Bandar Abbas, Iran
2- Associate Professor of Educational Psychology, Department of Educational Sciences, Faculty of Humanities University of Hormozgan, Bandar Abbas, Iran
3- Associate professor of Educational Psychology, Department of Psychology, Faculty of Humanities University of Hormozgan, Bandar Abbas, Iran
4- Associate professor of Health Psychology, Department of Psychology, Bandar Abbas Branch, Islamic Azad University, Bandar Abbas, Iran
Abstract:   (176 Views)
Introduction: The issue of success and failure in education is one of the most important 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 community. 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 high school students in Larestan.
Methods: The present study was a survey and correlational study. The statistical population included all male and female high school students in the second semester of the academic year 1398-1397. The sample of this study included 400 high school students in Larestan who were randomly selected. In this way, among girlschr(chr(chr(chr('39')39chr('39'))39chr(chr('39')39chr('39')))39chr(chr(chr('39')39chr('39'))39chr(chr('39')39chr('39')))) education schools in Larestan, four girlschr(chr(chr(chr('39')39chr('39'))39chr(chr('39')39chr('39')))39chr(chr(chr('39')39chr('39'))39chr(chr('39')39chr('39')))) schools and four boyschr(chr(chr(chr('39')39chr('39'))39chr(chr('39')39chr('39')))39chr(chr(chr('39')39chr('39'))39chr(chr('39')39chr('39')))) schools (eight schools in total) were selected and five classes from each school and ten people from each class were studied 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 leaving the research, the desired sample was selected randomly using the list of students. Among the criteria for entering the research were being a high school student, gaining conscious satisfaction from the sample, confidentiality and anonymity of information, interest in participating in the research, and relative mental health. Also, the most important criteria for leaving were a history of psychiatric illness, physical illness and disability affecting a personchr(chr(chr(chr('39')39chr('39'))39chr(chr('39')39chr('39')))39chr(chr(chr('39')39chr('39'))39chr(chr('39')39chr('39'))))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 subjectschr(chr(chr(chr('39')39chr('39'))39chr(chr('39')39chr('39')))39chr(chr(chr('39')39chr('39'))39chr(chr('39')39chr('39')))) details were not recorded. In the end, all of them received informed consent.
Questionnaires of academic identity, teacher support, academic adjustment and psychological membership in school were used to collect data. In this study, conventional correlation and multiple regression were used to analyze the data. Data were analyzed using SPSS 24 software.
Results: The mean and standard deviation of studentschr(chr(chr(chr('39')39chr('39'))39chr(chr('39')39chr('39')))39chr(chr(chr('39')39chr('39'))39chr(chr('39')39chr('39')))) age was 16.23 and 1.4. 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); Late 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 regression analysis, 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).
Conclusion: In summary, the results of the present study showed that the dimensions of academic identity, teacher support, academic adjustment and psychological membership in school have a significant relationship with 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 studentschr(chr(chr(chr('39')39chr('39'))39chr(chr('39')39chr('39')))39chr(chr(chr('39')39chr('39'))39chr(chr('39')39chr('39')))) potential talents, growth And provide as much flourishing as possible for them
     
Type of Study: Research |
Received: 2021/03/29 | Accepted: 2021/05/17

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