Predicting Academic Vitality Based on Self-Regulation and Academic Identity in Students

Document Type : Original Article

Authors

1 Department of Education, Sayyed Jamaleddin Asadabadi University, Hamadan, Iran

2 Assistant Professor, Department of Educational Sciences, Lorestan University, Lorestan, Iran

10.22098/j9032.2025.16952.1039

Abstract

The aim of the present study is to predict academic vitality based on self-regulation and academic identity in students. The research method is descriptive correlational. The statistical population in this study includes female students in the second year of high school (600 people) studying in the 2017-2018 academic year in Qasr-e-Shirin city. The sampling method is simple random sampling, and the sample size was determined as 234 people based on Morgan's table. The data collection tools were the academic vitality questionnaire, self-regulation questionnaire, and academic identity questionnaire. Correlation and stepwise regression statistical tests were used to analyze the data. The results showed that self-regulation and academic identity are able to predict academic vitality. Considering the importance of the educational system and the attempt to improve the quality of educational vitality education, studying the factors related to academic vitality in the educational system is of great importance. The results of this study show that academic vitality is correlated with self-regulation (0.419) and academic identity (0.350), and self-regulation and academic identity are able to predict academic vitality. Schools can create the necessary mechanisms to pay more attention to academic identity and self-regulation to create the conditions for creating academic vitality. The educational system can use complementary programs in this regard.

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