RELATIONSHIPS BETWEEN IDENTITY AND ACADEMIC MOTIVATION.
Rumi Matsushima1, Hitomi Ozaki1
11 Faculty of Psychology, Kyoto Notre Dame University.
Psychological Reports
|August 25, 2015
Summary
University students' academic motivation is significantly influenced by their sense of identity. Specific identity aspects, like psychosocial and self-identity, strongly predict attitudes toward classes and academic drive.
Area of Science:
- Psychology
- Educational Psychology
- Social Psychology
Background:
- Academic motivation is crucial for student success.
- Individual differences in identity development may impact academic engagement.
- Understanding these links can inform educational interventions.
Purpose of the Study:
- To investigate the relationship between university students' sense of identity and their academic motivation.
- To explore how different facets of identity influence attitudes toward classes, academic motivation, and lecture self-evaluation.
- To identify specific identity components that predict academic outcomes.
Main Methods:
- A correlational study involving 109 female Japanese university students (ages 19-22).
- Utilized four scales: Multidimensional Ego Identity Scale, Scale of Students' Attitude Toward Their Classes, Academic Motivation Inventory, and Scale of Lecture Self-Evaluation.
- Employed correlational and path analyses to examine relationships and predictive effects.
Main Results:
- Significant relationships were found between identity subscales and academic variables.
- Psychosocial identity and self-identity significantly accounted for variance in students' attitudes toward classes.
- These identity factors also significantly predicted academic motivation and lecture self-evaluation.
Conclusions:
- Sense of identity, particularly psychosocial and self-identity, plays a vital role in shaping university students' academic attitudes and motivation.
- Findings suggest that fostering identity development could be a strategy to enhance academic engagement.
- The study highlights the interconnectedness of identity formation and academic performance in higher education.
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