Predicting students' academic performance based on academic identity, academic excitement, and academic enthusiasm: evidence from a cross-sectional study in a developing country.

INTRODUCTION

Academic performance is one of the indicators of the success of educational systems in achieving their goals, influenced by various factors. The aim of this study was to examine the status of academic performance and predict it based on the variables academic identity, academic excitement, and academic enthusiasm among students of Jiroft University of Medical Sciences in southern Iran in 2024.

METHODS

This descriptive-analytical cross-sectional study was conducted on 290 students. Data were collected using standardized questionnaires on academic identity, academic excitements, academic enthusiasm, and academic performance. The data were analyzed using t-tests, ANOVA, Pearson correlation coefficients, and multiple linear regression at a significance level of 0.05. SPSS version 23.0 was utilized for data analysis.

RESULTS

The mean scores for academic identity, positive academic excitement, negative academic excitement, academic enthusiasm, and academic performance of the studied students 112.45 ± 9.38 out of 195, 56.66 ± 8.34 out of 110, 199.38 ± 9.34 out of 265, 40.41 ± 6.32 out of 75, and 136.35 ± 6.85 out of 240, respectively. A statistically significant correlation was observed between academic performance and academic identity (r = 0.576, P < 0.001), positive academic excitements (r = 0.627, P < 0.001), negative academic excitements (r = -0.635, P < 0.001), and academic enthusiasm (r = 0.656, P < 0.001). The correlation between academic performance with academic identity, positive academic excitements, and academic enthusiasm was in a direct direction and inversely correlated with negative academic excitements. According to the results of multiple linear regression, the components of academic identity (academic commitment; β = 0.648, future orientation; β = 0.643, personal agency; β = 0.638, belonging academic; β = 0.631, self-concept; β = 0.629), positive (hope; β = 0.669, enjoyment; β = 0.665, pride; β = 0.647) and negative (hopelessness; β= - 0.657, fatigue; β= - 0.653, anxiety; β= - 0.641, shame; β= - 0.632, anger; β= - 0.531) academic excitements, and academic enthusiasm (cognitive enthusiasm; β = 0.662, behavioral enthusiasm; β = 0.659, emotional enthusiasm; β = 0.652) were identified as predictors of students' academic performance (P < 0.05).

CONCLUSION

Academic Identity, positive and negative academic excitements, and academic enthusiasm were identified as predictors of students' academic performance. Therefore, it is recommended that senior educational managers of the university facilitate the improvement of academic identity, positive excitements, and academic enthusiasm, while controlling negative excitements among students by organizing relevant courses and workshops, to witness the growth and enhancement of their academic performance. In addition, faculty members' capacity and role can be leveraged to shape and strengthen students' academic identity. Moreover, fostering vibrant cultural, social, and academic environments within universities is recommended to boost positive academic excitement, reduce negative academic excitement, and cultivate academic enthusiasm.

CLINICAL TRIAL NUMBER

Not applicable.