Prediction of academic performance due to dimensions of academic identity, teacher support, academic adaptation, and psychological membership in school in students

The issue of success and failure in education is one of the essential concerns of any educational system. The purpose of this study was to investigate the role of dimensions of academic identity, teacher support, academic adjustment, and psychological membership in school in the academic performance of high school students in Larestan.

The present study was a survey and correlational study. The statistical population included all male and female high school students in the second semester of the academic year 2018-2019. The sample of this study included 400 high school students in Larestan who were randomly selected. Questionnaires of academic identity, teacher support, academic adjustment, and psychological membership in school were used to collect data. In this study, conventional correlation and multiple regressions were used to analyze the data. Data were analyzed using SPSS-24 software.

The results showed that the linear combination of predictor variables could predict academic performance. Based on the regression analysis results, about 22% of the variance of the academic performance variable can be predicted with the help of predictor variables (dimensions of academic identity, teacher support, academic adjustment, and psychological membership in school).

According to the results of the present study, paying attention to teacher support, academic adjustment, and psychological schools membership in students' can contain valuable points to improve the educational status and academic performance of students. Therefore, it is necessary that schools and counseling centers, according to the academic performance of students and awareness of the factors affecting it, develop specific, codified, and accurate programs to create a suitable environment for the realization of students' potential talents, provide as much growth and flourishing as possible for them.