Gender differences and relationship between academic identity status, goal orientation and academic achievement

The aim of the present study was to determine the relationship between academic identity status, goal orientation and academic achievement among first grade high school students. Samples through cluster sampling size of 301 students (159 boys, 142 girls) were selected from Azna high schools. Students completed of academic identity status scale (Was & Isaacson, 2008) and goal orientation scale (Elliot & Mc Gregory, 2001). The average of 10 scores point in the final semester was used as an index of academic achievement. Data analyzed with stepwise regression. Results showed that overall academic identity status, goal orientation with academic achievement are related. Academic identity diffuse, goal orientation approach-mastery and academic identity foreclose in the highest academic achievement are explained. The results also showed differences between gender and those boys than girls, identity diffuse, orientation avoidance-mastery and academic achievement of girls than boys were achieving higher scores. Regression analysis demonstrated that academic identity status and goal orientation accounted for variance on academic achievement