On the interplay between academic achievement and educational identity: A longitudinal study
Pop,Eleonora Ioana Negru-Subtirica,Oana Crocetti,Elisabetta Opre,Adrian Meeus,W.H.J.
Pop,Eleonora Ioana
Negru-Subtirica,Oana
Crocetti,Elisabetta
Opre,Adrian
Meeus,W.H.J.
Abstract
The present three-wave longitudinal study provides empirical evidence for the mechanisms of the bright and dark sides of identity development in the academic context. First, we investigated the patterns of stability and change in educational identity and academic achievement among adolescents. Second, we examined the reciprocal associations between identity processes (i.e., commitment, in-depth exploration, and reconsideration of commitment) and academic achievement. The main results of the study highlighted that academic achievement predicts the manner in which adolescents deal with their identity issues in the academic context. Thus, high academic achievement leads to high levels of commitment (identity synthesis), while low academic achievement leads to high levels of reconsideration of commitment (identity confusion). This unidirectional pattern of effects applied equally to adolescent boys and girls, early-to-middle and middle-to-late adolescents, and to adolescents attending theoretical and vocational schools. Practical implications are discussed. Keywords; Academic achievement, Educational identity, Adolescence, Longitudinal study
Description
Date
2016
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Volume Title
Publisher
Research Projects
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Keywords
Academic achievement, Educational identity, Adolescence, Longitudinal study, SDG 4 - Quality Education
Citation
Pop, E I, Negru-Subtirica, O, Crocetti, E, Opre, A & Meeus, W H J 2016, 'On the interplay between academic achievement and educational identity : A longitudinal study', Journal of Adolescence, vol. 47, pp. 135-144. https://doi.org/10.1016/j.adolescence.2015.11.004
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info:eu-repo/semantics/closedAccess