| Peer-Reviewed

Relationship between Self-Determination and Academic Identity in the Elementary Students

Received: 8 February 2014     Published: 20 March 2014
Views:       Downloads:
Abstract

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.

Published in Psychology and Behavioral Sciences (Volume 3, Issue 2)
DOI 10.11648/j.pbs.20140302.13
Page(s) 51-54
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2014. Published by Science Publishing Group

Keywords

Self-Determination, Academic Identity, Academic Success, Iran

References
[1] Field S, & Hoffman A. Development of a model for self-determination. Career Development for Exceptional Individuals, 1994; 17:159-169.
[2] Deci EL, & Ryan RM. Intrinsic motivation and self-determination in human behavior. New York, NY: Plenum, 1985.
[3] Coleman. Equality of Educational Opportunity. Washington D.C: US Department of Health, Education, and Welfare, 1966.
[4] Mithaug D, Martin LH, & Agran, M. Adaptability instruction: The goal of transitional programming. Exceptional Children; 1987; 53:500-505.
[5] Malian I, & Nevin A. A review of self-determination literature: Implications for practitioners. Remedial and Special Education, 2002; 23:68-74.
[6] Wehmeyer ML, & Schwartz M. Self-determination and positive adult outcomes: A follow-up study of youth with mental retardation or learning disabilities. Exceptional Children, 1997; 63:245-255.
[7] Zhang D. The effect of next S.T.E.P. Instruction on the self-determination skills of high school students with learning disabilities. Career Development for Exceptional Individuals, 2001; 24:121-132.
[8] Brinckerhoff LC, McGuire JM, & Shaw SF. Postsecondary education and transition for students with learning disabilities. Austin, TX: PRO-ED, 2002.
[9] Dukes III, LL, & Shaw SF. Using the AHEAD Program Standards and Performance Indicators to promote self-determination in the daily practice of the OSD. Journal of Postsecondary Education and Disability, 2008; 21(2), 105-108.
[10] Field S, & Hoffman A. Lessons learned from implementing the Steps to Self- Determination curriculum. Remedial and Special Education, 2002; 23, (2), 90-98.
[11] Eisenman L. Self-Determination Interventions Building a Foundation for School Completion. Remedial and Special Education, 2007; 28 (1), 2–8.
[12] Houchins DE. The self-determination of youth with and without disabilities who have been adjudicated. Unpublished doctoral dissertation, University of Florida, Gainesville, 1998.
[13] Sarver MD. A study of the relationship between personal and environmental factors bearing on self-determination and the academic success of university students with learning disabilities. Unpublished doctoral dissertation, University of Florida, Gainesville, 2000.
[14] Was CA, Isaacson, RM. The development of a academic identity status. Journal of Research in Education, 2008; 18:94-105.
[15] Anctil T, Ishikawa M, & Scott A. Academic identity development through self-determination: Successful college students with learning disabilities. Career Development for Exceptional Individuals, 2008; 31:164-174.
[16] Mook DG. Motivation: The organization of action. London: Norton.
[17] Boggiano, A. K., Shields, A., Barrett, M., Kellam, T., Thompson, E., Simons, J., & Katz P.A. Helplessness deficits in students: The role of motivational orientation. Motivation and Emotion, 1992; 16, 271-296; doi:10.1007/BF00991655
[18] Cameron J, & Pierce WD. Reinforcement, rewards, and intrinsic motivation: A meta-analysis. Review of Education Research; 1994; 64:474-484.
[19] Field S, Hoffman A, Sawilowsky S. Self-Determination Assessment Battery. Detroit, MI: Wayne State University; 2004.
[20] Woodruff AL. Relating adolescents’ identity and motivational processes in academics and athletics: the Integral nature of a perceived sense of agency. Unpublished doctoral dissertation, Faculty of the Graduate School, University of Texas, Austin. Retrieved from ProQuest Dissertations & Theses; 2003.
[21] Brewer BW. Athletic identity as a risk factor for depressive reaction to athletic injury. Unpublished doctoral dissertation, Arizona State University, Tempe;1990.
[22] Tabachnick BG, & Fidell LS. Using multivariate statistics (3rd ed.). New York: HarperCollins;1996.
[23] Shogren KA, Lopez SJ, Wehmeyer ML, Little TD, & Pressgrove CL. The role of positive psychology constructs in predicting life satisfaction in adolescents with and without cognitive disabilities: An exploratory study. The Journal of Positive Psychology, 2006; 1:37-52.
Cite This Article
  • APA Style

    Manijeh Shehni Yailagh, Mohammad Abbasi, Nasser Behrozi, Sirus Alipour, Alireza Haji Yakhchali. (2014). Relationship between Self-Determination and Academic Identity in the Elementary Students. Psychology and Behavioral Sciences, 3(2), 51-54. https://doi.org/10.11648/j.pbs.20140302.13

    Copy | Download

    ACS Style

    Manijeh Shehni Yailagh; Mohammad Abbasi; Nasser Behrozi; Sirus Alipour; Alireza Haji Yakhchali. Relationship between Self-Determination and Academic Identity in the Elementary Students. Psychol. Behav. Sci. 2014, 3(2), 51-54. doi: 10.11648/j.pbs.20140302.13

    Copy | Download

    AMA Style

    Manijeh Shehni Yailagh, Mohammad Abbasi, Nasser Behrozi, Sirus Alipour, Alireza Haji Yakhchali. Relationship between Self-Determination and Academic Identity in the Elementary Students. Psychol Behav Sci. 2014;3(2):51-54. doi: 10.11648/j.pbs.20140302.13

    Copy | Download

  • @article{10.11648/j.pbs.20140302.13,
      author = {Manijeh Shehni Yailagh and Mohammad Abbasi and Nasser Behrozi and Sirus Alipour and Alireza Haji Yakhchali},
      title = {Relationship between Self-Determination and Academic Identity in the Elementary Students},
      journal = {Psychology and Behavioral Sciences},
      volume = {3},
      number = {2},
      pages = {51-54},
      doi = {10.11648/j.pbs.20140302.13},
      url = {https://doi.org/10.11648/j.pbs.20140302.13},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.pbs.20140302.13},
      abstract = {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.},
     year = {2014}
    }
    

    Copy | Download

  • TY  - JOUR
    T1  - Relationship between Self-Determination and Academic Identity in the Elementary Students
    AU  - Manijeh Shehni Yailagh
    AU  - Mohammad Abbasi
    AU  - Nasser Behrozi
    AU  - Sirus Alipour
    AU  - Alireza Haji Yakhchali
    Y1  - 2014/03/20
    PY  - 2014
    N1  - https://doi.org/10.11648/j.pbs.20140302.13
    DO  - 10.11648/j.pbs.20140302.13
    T2  - Psychology and Behavioral Sciences
    JF  - Psychology and Behavioral Sciences
    JO  - Psychology and Behavioral Sciences
    SP  - 51
    EP  - 54
    PB  - Science Publishing Group
    SN  - 2328-7845
    UR  - https://doi.org/10.11648/j.pbs.20140302.13
    AB  - 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.
    VL  - 3
    IS  - 2
    ER  - 

    Copy | Download

Author Information
  • Department of Educational Science and Psychology, Shahid Chamran Universitry of Ahvaz, Ahvaz, Iran

  • Department of Education, Shadegan Branch, Islamic Azad University, Khozestan, Iran

  • Department of Educational Science and Psychology, Shahid Chamran Universitry of Ahvaz, Ahvaz, Iran

  • Department of Educational Science and Psychology, Shahid Chamran Universitry of Ahvaz, Ahvaz, Iran

  • Department of Educational Science and Psychology, Shahid Chamran Universitry of Ahvaz, Ahvaz, Iran

  • Sections