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On the interplay between academic achievement and educational identity: a longitudinal study
Eleonora Ioana Pop1, Oana Negru-Subtirica1, Elisabetta Crocetti2
1Babeş-Bolyai University, Romania.
Journal of Adolescence
|December 19, 2015
Summary
Academic achievement shapes adolescent identity development. High achievement fosters identity synthesis, while low achievement leads to identity confusion, impacting educational identity and academic success.
Area of Science:
- Psychology
- Educational Psychology
- Developmental Psychology
Background:
- Identity development is crucial during adolescence.
- The academic context significantly influences identity formation.
- Understanding the interplay between academic achievement and identity is vital.
Purpose of the Study:
- To investigate stability and change in educational identity and academic achievement.
- To examine reciprocal associations between identity processes and academic achievement.
- To provide empirical evidence for the bright and dark sides of academic identity development.
Main Methods:
- Three-wave longitudinal study design.
- Analysis of identity processes: commitment, in-depth exploration, and reconsideration of commitment.
- Assessment of academic achievement and educational identity in adolescents.
Main Results:
- Academic achievement unidirectionally predicts identity processes in adolescents.
- High academic achievement correlates with high commitment and identity synthesis.
- Low academic achievement correlates with high reconsideration of commitment and identity confusion.
Conclusions:
- Academic success influences how adolescents navigate their educational identity.
- Findings apply consistently across gender, age, and school type.
- The study elucidates mechanisms of both positive and negative identity development in academics.
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