Academic Identity Status and the Relationship to Achievement Goal Orientation

Was, Christopher A.; Al-Harthy, Ibrahim S.; Stack-Oden, Maura; Isaacson, Randall M.

doi:10.25115/ejrep.v7i18.1363

Cited by 16 publications

(21 citation statements)

References 51 publications

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“…Because of the importance of students' academic achievement, some aspects of the relationship between identity status and academic achievement have been investigated (Berger, 1998;Berzonsky, 1989;Lange & Byrd, 2002;Was et al, 2009). For example, a study done by Was et al (2009) investigated the relationship between identity status and academic goal orientation.…”

Section: Identity Development and Importancementioning

confidence: 99%

“…For example, a study done by Was et al (2009) investigated the relationship between identity status and academic goal orientation. A sample of 391 undergraduate students completed an academic identity measure developed by Was and Isaacson (2008).…”

Section: Identity Development and Importancementioning

confidence: 99%

“…Cumulative research shows the important effect of academic identity on students' academic behaviors (e.g., selection of learning strategies) which undoubtedly influence their academic achievement (Was, Al-Harthy, Stack-Oden, & Isaacson, 2009;Berzonsky, 1989;Lange & Byrd, 2002). Consequently, researchers became interested in looking at how students' academic identity develops and what possible factors may influence this development.…”

Section: Introductionmentioning

confidence: 99%

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Undergraduate Omani Students’ Identity and Perceptions of Parenting Styles

Aldhafri¹,

Al-Harthy²

2016

RES

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The current study examined the relationship between university students' academic identity and their perceptions of their parents' parenting styles among a sample of Omani students. Marcia's (1993) academic identity statuses are adapted. These are moratorium, foreclosed, diffuse, and achievement. Parenting styles included authoritative, authoritarian, and permissive. The participants were 192 undergraduate students from Oman. The participants responded to Arabic versions of the Academic Identity Status (Was & Isaacson, 2008) and the Parenting Authority Questionnaire (Buri, 1991). Both questionnaires showed reasonable evidence of validity and reliability. The findings show that parenting styles varied in their relationship with the four statuses of students' academic identity. Using the three parenting styles as predictors in the regression models, the lowest percentage of explained variance among identity dimensions was found for moratorium, while the highest explained variance was found for diffusion. Implications and future research are discussed and presented by the end of the paper.

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Section: Identity Development and Importancementioning

confidence: 99%

Section: Identity Development and Importancementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Undergraduate Omani Students’ Identity and Perceptions of Parenting Styles

Aldhafri¹,

Al-Harthy²

2016

RES

Self Cite

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“…In relation to student academic identity, achievement indicators provide essential messages informing a sense of self in terms of confidence, efficacy, and a future sense of possible self associated with the likelihood of achieving academic goals (Was, Al-Harthy, Stack-Oden, & Isaacson, 2009).…”

Section: Achievement Indicatorsmentioning

confidence: 99%

“…Academic procrastination, also referred to as temporal discounting, is said to consist of "failing to perform an academic activity within a desired timeframe or postponing until the last minute activities one needs to complete" (Jackson, 2012, p. 20). Acts of academic procrastination are counter to effective self-regulation and have been associated with the need for constant reassurance, defensiveness, self-handicapping behaviours, and poor academic decision-making (Berzonsky, 2004;Was et al, 2009). Furthermore, it is also negatively associated with academic self-efficacy and reportedly most likely to occur in relation to academic reading, writing, and examination preparation (Jackson, 2012).…”

Section: Agency Beliefsmentioning

confidence: 99%

Why Does It Have to Be so Flashy? Student Perspectives on Academic Tasks

Dunham¹

2015

UCER-B

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Student academic identity represents the willingness and commitment to engage with academic ways of knowing, being, and doing and as such in an important aspect of becoming academically literate. This paper reports on findings associated with student engagement with academic tasks in the undertaking of a field-based programme of early childhood initial teacher education in Aotearoa (the Māori name for New Zealand). Data were collected from students, teacher educators, and associate teachers using qualitative tools including open-ended questionnaires and group and individual interviews. Participation was gathered from four tertiary providers of field-based early childhood initial teacher education within Aotearoa. Additional contextual data being sought from the wider early childhood community in which field-based study was situated. Interpretation of the findings indicates that student academic identity is influenced by the nature of academic tasks and the associated experiences of dissonance as students move from the comfort zone of everyday ways of being, knowing, and doing to those required of the academe. Relevance of academic tasks with future professional practice was also identified as significant to student engagement. The research findings reveal that attention to academic tasks within wider programme curriculum design in field-based programmes is significant in supporting students achieving successful academic outcomes.

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Engineering integration in elementary science classrooms: Effects of disciplinary language scaffolds on English learners' content learning and engineering identity

Aguirre-Muñoz

Pantoya

Pando

et al. 2021

J of Engineering Edu

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Background Limited research examines the effects of integrated science and engineering (SE) instruction emphasizing disciplinary literacy and language activities on engineering identity and content understanding. Far fewer studies target English learners (ELs). Purpose The impact of an SE intervention on the development of science, engineering, and technology knowledge as well as engineering identity was examined. To address ELs' learning needs, the curricular design was built on a validated SE model by integrating (1) developmental, (2) language scaffolds, and (3) culturally based accommodations. Design/Method Separate analysis of variance examined the effects of the intervention on science, engineering, and technology knowledge as well as engineering identity. The relationship among engineering identity and content outcomes was also examined. ELs from kindergarten to second grade classrooms were randomly assigned to the integrated SE group or control group. Results Integrated SE instruction significantly increased ELs' science, engineering, and technology knowledge as well as a substantially developed engineering identity. Overall, ELs' engineering identity is associated with an increase in science, engineering, and technology content knowledge. However, second grade girls' identity development was not associated with learning measures. These correlations suggest the context of the engineering activity may have reinforced gendered stereotypes and reduced the effects for girls' engineering attitudes. Conclusions Integrated SE instruction emphasizing disciplinary literacy and cultural accommodations increases early elementary ELs' learning and engineering identity. Future studies should examine the unique effects of language scaffolds and cultural modifications on student learning and the impact of gender stereotypes on girls' engineering attitudes.

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Academic Identity Status and the Relationship to Achievement Goal Orientation

Abstract: Introduction. Two constructs that have received a great deal of attention in Educational Psy-

Cited by 16 publications

References 51 publications

Undergraduate Omani Students’ Identity and Perceptions of Parenting Styles

Undergraduate Omani Students’ Identity and Perceptions of Parenting Styles

Why Does It Have to Be so Flashy? Student Perspectives on Academic Tasks

Engineering integration in elementary science classrooms: Effects of disciplinary language scaffolds on English learners' content learning and engineering identity

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