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1- PhD student, Department of Philosophy of Education, Science and Research Branch, Islamic Azad University, Tehran, Iran.
2- Associate Professor, Department of Educational Sciences, Amin University of Law Enforcement Sciences, Tehran, Iran.
3- Associate Professor, Department of Psychology and Educational Sciences, Amin University of Law Enforcement Sciences, Tehran, Iran.
2- Associate Professor, Department of Educational Sciences, Amin University of Law Enforcement Sciences, Tehran, Iran.
3- Associate Professor, Department of Psychology and Educational Sciences, Amin University of Law Enforcement Sciences, Tehran, Iran.
Abstract: (81 Views)
Purpose: The aim of the present study was to provide an analytical model of identity for middle school students.
Methods and Materials: The research method was applied in terms of purpose, mixed (qualitative-quantitative) in terms of data type, exploratory in terms of data collection time, cross-sectional, and according to data collection methods and the nature of the research, a combination of meta-synthesis and content analysis in the qualitative part, and descriptive-survey in the quantitative part. In the qualitative section, the statistical population included all theoretical foundations and related literature from both domestic and international databases, which were studied using a systematic elimination method based on the PRISMA model and non-random purposeful sampling. For content analysis, theoretical and empirical experts were involved, with 19 experts selected through non-random purposeful sampling as participants. In the quantitative section, the population comprised middle school students, from which 272 students were selected using a multi-stage cluster random sampling method, calculated based on structural equation modeling. Data collection tools in the qualitative section (meta-synthesis) included a systematic literature review, and in the content analysis stage, semi-structured interviews were conducted. In the quantitative section, a researcher-made questionnaire derived from the indicators identified in the qualitative section was used to measure the internal validity of the model, and another researcher-made questionnaire derived from the model components was used to measure the external validity. In the qualitative section, the validity was checked using the PRISMA model checklist, and reliability was measured using Cohen's Kappa coefficient. In the Delphi and content analysis sections, validity was assessed through alignment with prior research, researchers, and participants, while reliability was checked by recording the research process and ensuring consistency within and between researchers. In addition, in the quantitative section, validity was examined through content and construct validity (AVE < 0.5), and reliability was evaluated using Cronbach's alpha and composite reliability coefficients (α and CR > 0.7). The results from both the qualitative and quantitative sections indicated that the instruments were both valid and reliable. Data analysis methods in the qualitative section included thematic analysis using Maxqda-V2018 software, while in the quantitative section, statistical and inferential analyses were performed using SPSS-V23 and Smart PLS-V3 software.
Findings: The research findings revealed that identity in middle school students encompasses scientific identity (specialized knowledge, membership in the academic community, research skills, and commitments), social identity (group membership, social mapping, interaction, nationalism, political and social identity), and personal identity (self-awareness, roles, experiences, and historical identity). Strategies for improving identity included skill development and support provision. Based on the identified dimensions, components, and indicators, an identity model for middle school students was developed, alongside strategies for enhancing it.
Conclusion: The results of this study contribute not only to students' personal growth and development but also to the improvement of their mental health, academic success, and social relationships. Given the identity challenges adolescents face at this stage, providing effective and practical strategies to improve their identity is of great significance.
Methods and Materials: The research method was applied in terms of purpose, mixed (qualitative-quantitative) in terms of data type, exploratory in terms of data collection time, cross-sectional, and according to data collection methods and the nature of the research, a combination of meta-synthesis and content analysis in the qualitative part, and descriptive-survey in the quantitative part. In the qualitative section, the statistical population included all theoretical foundations and related literature from both domestic and international databases, which were studied using a systematic elimination method based on the PRISMA model and non-random purposeful sampling. For content analysis, theoretical and empirical experts were involved, with 19 experts selected through non-random purposeful sampling as participants. In the quantitative section, the population comprised middle school students, from which 272 students were selected using a multi-stage cluster random sampling method, calculated based on structural equation modeling. Data collection tools in the qualitative section (meta-synthesis) included a systematic literature review, and in the content analysis stage, semi-structured interviews were conducted. In the quantitative section, a researcher-made questionnaire derived from the indicators identified in the qualitative section was used to measure the internal validity of the model, and another researcher-made questionnaire derived from the model components was used to measure the external validity. In the qualitative section, the validity was checked using the PRISMA model checklist, and reliability was measured using Cohen's Kappa coefficient. In the Delphi and content analysis sections, validity was assessed through alignment with prior research, researchers, and participants, while reliability was checked by recording the research process and ensuring consistency within and between researchers. In addition, in the quantitative section, validity was examined through content and construct validity (AVE < 0.5), and reliability was evaluated using Cronbach's alpha and composite reliability coefficients (α and CR > 0.7). The results from both the qualitative and quantitative sections indicated that the instruments were both valid and reliable. Data analysis methods in the qualitative section included thematic analysis using Maxqda-V2018 software, while in the quantitative section, statistical and inferential analyses were performed using SPSS-V23 and Smart PLS-V3 software.
Findings: The research findings revealed that identity in middle school students encompasses scientific identity (specialized knowledge, membership in the academic community, research skills, and commitments), social identity (group membership, social mapping, interaction, nationalism, political and social identity), and personal identity (self-awareness, roles, experiences, and historical identity). Strategies for improving identity included skill development and support provision. Based on the identified dimensions, components, and indicators, an identity model for middle school students was developed, alongside strategies for enhancing it.
Conclusion: The results of this study contribute not only to students' personal growth and development but also to the improvement of their mental health, academic success, and social relationships. Given the identity challenges adolescents face at this stage, providing effective and practical strategies to improve their identity is of great significance.
Type of Study: Research Article |
Subject:
Special
Received: 2024/11/1 | Accepted: 2025/01/4 | Published: 2025/06/12
Received: 2024/11/1 | Accepted: 2025/01/4 | Published: 2025/06/12
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