Developing a Structural Model of Academic Self-Concept Based on Identity Dimensions in Students
Keywords:
Academic self-concept, Personal identity, Social identity, National identity, Religious identityAbstract
This study aimed to develop a structural model of academic self-concept based on personal, social, national, and religious identity dimensions among secondary school students. This descriptive-correlational study employed path analysis. The statistical population consisted of all secondary school students in Sabzevar during the 2023–2024 academic year, from whom 327 students were selected through convenience sampling. Data were collected using the Yessen-Chen Academic Self-Concept Scale (2004) and the Cheek Identity Dimensions Questionnaire (2002). Data were analyzed using SPSS.26 and PLS software, and the reliability and validity of the instruments were confirmed by Cronbach’s alpha and factor analysis. Correlation analysis showed significant positive relationships between all identity dimensions and academic self-concept (P<0.001; r=0.43–0.71). Path analysis indicated that identity dimensions directly and positively predicted academic self-concept (P<0.001; β=0.885). Standard path coefficients revealed significant positive effects of personal identity (β=0.671), social identity (β=0.636), national identity (β=0.525), and religious identity (β=0.463) on academic self-concept. The proposed model demonstrated good fit indices. The findings suggest that identity dimensions play a crucial role in enhancing students’ academic self-concept. Strengthening different aspects of identity can improve academic self-concept and ultimately foster academic success, making it a valuable approach for school educational and counseling programs.
Downloads
References
Abdolsaleh Arazi Teimour, S., Sohrabi Rad, S., & Bagherpour, F. (2017). Investigating the relationship between identity styles, spiritual intelligence, and meaning in life in students of Payame Noor University of Kalaleh https://jems.science-line.com/attachments/article/34/J.%20Educ.%20Manage.%20Stud.,%205(4)%20215-222,%202015.pdf https://jems.science-line.com/attachments/article/34/J.%20Educ.%20Manage.%20Stud.,%205(4)%20215-222,%202015.pdf
Alvarez-Diaz, M., Gallego-Acedo, C., Fernandez-Alonso, R., Muniz, J., & Fonseca-Pedrero, E. (2022). Network analysis: An alternative to classic approaches for education systems evaluation. Psicología educativa, 28(2), 165-173. https://doi.org/10.5093/psed2021a16
Chen, T. H., Hsiao, R. C., Liu, T. L., & Yen, C. F. (2019). Predicting effects of borderline personality symptoms and self-concept and identity disturbances on internet addiction, depression, and suicidality in college students: A prospective study. Kaohsiung Journal of Medical Sciences, 35(6), 508-514. https://doi.org/10.1002/kjm2.12082
García-Martínez, I., Augusto-Landa, J. M., Quijano-López, R., & León, S. P. (2022). Self-Concept as a Mediator of the Relation Between University Students' Resilience and Academic Achievement. Frontiers in psychology, 12, 747168. https://doi.org/10.3389/fpsyg.2021.747168
Gholamrezaei, S., Abdollahi Moghadam, M., & Sohrabian, T. (2018). A comparative study of the relationship between identity dimensions and life satisfaction in Farhangian University students. Biannual Scientific-Research Journal of Educational and School Studies, 4(13), 147-163. https://pma.cfu.ac.ir/article_569.html?lang=en
Greenaway, K. H., Kalokerinos, E. K., Hinton, S., & Hawkins, G. E. (2021). Emotion experience and expression goals shape emotion regulation strategy choice. Emotion, 21(7), 1452-1469. https://doi.org/10.1037/emo0001012
Gunuc, S., & Kuzu, K. (2017). Confirmation of campus-class-technology model in student engagement: A path analysis. Computers in human Behavior, 5(4), 114-125. https://doi.org/10.1016/j.chb.2015.01.041
Hayward, L. E., Vartanian, L. R., Kwok, C., & Newby, J. M. (2020). How might childhood adversity predict adult psychological distress? Applying the Identity Disruption Model to understanding depression and anxiety disorders. Journal of affective disorders, 265, 112-119. https://doi.org/10.1016/j.jad.2020.01.036
Kritikou, M., & Giovazolias, T. (2022). Emotion regulation, academic buoyancy, and academic adjustment of university students within a self-determination theory framework: A systematic review. Frontiers in psychology, 13. https://doi.org/10.3389/fpsyg.2022.1057697
Lee, A., Wong, Y., & Seng Neo, X. (2024). The Role of Educational Institutions in Shaping Student Self-Perception [Research Article]. Iranian Journal of Educational Sociology, 7(2), 57-64. https://doi.org/10.61838/kman.ijes.7.2.8
Lohbeck, A., & Moschner, B. (2022). Motivational regulation strategies, academic self-concept, and cognitive learning strategies of university students: does academic self-concept play an interactive role? Eur J Psychol Educ, 37, 1217-1236. https://doi.org/10.1007/s10212-021-00583-9
Morales-Rodríguez, F. M., & Pérez-Mármol, J. M. (2019). The Role of Anxiety, Coping Strategies, and Emotional Intelligence on General Perceived Self-Efficacy in University Students. Frontiers in psychology, 10, 1689. https://doi.org/10.3389/fpsyg.2019.01689
Ramezani Far, S., Erfani, N., & Karimi Khouygani, R. (2024). The Mediating Role of Academic Engagement in the Relationship between Academic Identity and Sense of School Belonging in Second-Year High School Female Students. Rooyesh-e Ravanshenasi Journal (Growth of Psychology), 13(5), 145-156. https://doi.org/10.61838/kman.jayps.5.11.2
Salman, H., Mehdad, A., Naser Khalifeh, H., & Manshaee, G. (2024). The Effect of Academic Self-Concept, Academic Resilience, and Academic Engagement on the Academic Performance of Wasit University Students: The Mediating Role of Emotional Self-Regulation and the Moderating Role of Self-Esteem. Journal of Research and Innovation in Education and Development, 4(1), 55-70. https://doi.org/10.61838/jsied.4.1.1
Soleimani, M., Ghadampour, E., & Abbasi, M. (2024). A causal model of successful academic identity based on family emotional climate: The role of mindfulness as a mediating variable. Family and Research Journal, 21(3), 161-178. https://qjfr.ir/article-1-2207-fa.html
Steinberg, O., Kulakow, S., & Raufelder, D. (2024). Academic self-concept, achievement, and goal orientations in different learning environments. European Journal of Psychology of Education. https://doi.org/10.1007/s10212-024-00825-6
Wang, L., & Yan, F. (2018). Emotion regulation strategy mediates the relationship between goal orientation and job search behavior among university seniors. Journal of Vocational Behavior, 108, 1-12. https://doi.org/10.1016/j.jvb.2018.05.011
Wright, L., Lari, L., Iazzetta, S., Saettoni, M., & Gragnani, A. (2022). Differential diagnosis of borderline personality disorder and bipolar disorder: Self-concept, identity and self-esteem. Clinical Psychology & Psychotherapy, 29(1), 26-61. https://doi.org/10.1002/cpp.2591
Zandi, N., Karwowski, M., Forthmann, B., & Holling, H. (2022). How stable is the creative self-concept? A latent state-trait analysis. Psychology of Aesthetics, Creativity, and the Arts, No Pagination Specified-No Pagination Specified. https://doi.org/10.1037/aca0000521
Zhang, H. (2024). Psychological Wellbeing in Chinese University Students: Insights Into the Influences of Academic Self-Concept, Teacher Support, and Student Engagement. Frontiers in psychology, 14. https://doi.org/10.3389/fpsyg.2023.1336682
Downloads
Published
Submitted
Revised
Accepted
Issue
Section
License
Copyright (c) 2025 مهری بوستانی (نویسنده); عبدالله مفاخری (نویسنده مسئول); حسین مهدیان (نویسنده)
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
