Relationship between self-determination and academic identity in the elementary students

摘要

Self-determination and academic identity have been suggested as being associated with positive learning outcomes. The relationship between self-determination and academic identity as associated with academic achievement among elementary school children (sixth and fifth grade) was examined in this study. Statistical population comprised of all students in elementary schools (sixth and fifth grade) in Ahwaz Iran, during the 2013-2014 academic year. Students were randomly selected. Hundred students (mean age 11.9 years) were recruited from elementary schools (sixth and fifth grade). The student completed the Self-Determination Student Scale (SDSS) and Academic Identification Scale (AIS). Data were analyzed using a Pearson's r bivariate correlation and structural models. The results showed that the relationship between self-determination and academic identity among elementary students appeared to be strong, positive, and significant at the .01 level with a standardized path coefficient value of .58. The results also indicate that academic identity in the elementary students may be viewed as mediating the relationship between self-determination and academic achievement as measured by GPA.