The role of academic identity in predicting the academic competence of low-achieving gifted students

Mehdi Jahanbakhsh¹ Vakil Nazari²

1) Master of Psychology, Faculty of Educational Sciences and Psychology, Payam Noor University, Tehran, Iran
2) Associate Professor, Department of Psychology, Faculty of Educational Sciences and Psychology, Islamic Azad University, Ardabil, Iran

IOI Code : XEFZ-HCKEB
Publication : The Second National Conference on Psychotherapy in Iran(incpuma2.ir)
Abstract :
    The present study was conducted with the aim of investigating the role of academic identity in predicting the academic competence of low-achieving high-achieving students. The descriptive research method was correlation type. The statistical population of the research was formed by all the students of Ardabil city in 2021-2022, from among them 150 students were selected as a sample using available sampling method and answered Osborne s academic identity questionnaire and Diperna and Elliott s academic competence evaluation questionnaire. Pearson s correlation coefficient and regression analysis were used to analyze the data. The findings showed that there is a positive and significant relationship between academic identity and academic competence of high-achieving students. Also, the results of regression analysis revealed that approximately 14% of the variance of students academic competence can be predicted based on the variable of academic identity. (P<0.001). Therefore, it can be concluded that the academic identity is one of the variables related to the academic competence of the students, and it is necessary to pay the attention of the authorities and those involved in this matter to such variables.

Keywords : academic identity academic competence and low achieving gifted students