مجله علوم پزشکی صدرا (Apr 2024)
Investigating the Influence of Academic Identity on Students’ Academic Help-Seeking Behavior and Sense of Entitlement
Abstract
Introduction: Different academic identities are associated with different strategies in the learning process. The present study aimed to investigate the role of academic identity in academic help-seeking and academic entitlement and determine whether academic identity can predict these two criterion variables. Additionally, this research examined the components of each criterion variable in terms of dimension separation.Methods: The research participants were 242 undergraduate students from the Department of Educational Science and Psychology at Shiraz University, selected using convenience sampling. The research tools included the Academic Identity Status Scale (2008), the Academic Help-Seeking Scale (1997), and the Academic Entitlement Scale (2009). The data analysis was conducted using Pearson’s correlation coefficient and multiple linear regression analysis.Results: The results indicated that academic identity achievement significantly and positively predicted help acceptance, a component of academic help-seeking, and significantly but negatively predicted externalized responsibility, a component of academic entitlement. In addition, academic identity diffusion could significantly and positively predict both externalized responsibility and entitled expectations, while academic identity moratorium significantly and negatively predicted entitled expectations.Conclusion: Different academic identities are associated with different strategies in the learning process. Academic identity can be considered one of the predictors of academic help-seeking as an adaptive strategy and academic entitlement as a non-adaptive strategy for academic success. It would be beneficial for educational policymakers to facilitate the identification of interests to help students acquire a successful identity.
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