This research was done to investigate the relationship between academic engagement, academic identity and academic buoyancy with students' academic adjustment. This research describe the type of correlation and its statistical society was consist of all the female students of secondary schools of Qom in academic year of 2018-2019 Out of approximately 20, 000 students, 377 students were selected by multi-stage cluster random sampling. Sinha and Singh academic adjustment standard questionnaire (1993), Was and Isaacson academic identity status standard questionnaire (2008), Fredricks, Blumenfeld and Paris school engagement questionnaire (2004) and Martin and Marsh academic buoyancy questionnaire (2008) were our research tools. Statistical analysis of data was done by Pearson correlation test and multivariate regression was achieved. Research findings showed a positive and meaningful relation between school engagement components (behavioral, cognitive and emotional school engagement), successful academic identity, follower academic identity and academic buoyancy with academic adjustment and there was a negative and meaningful relation between confused academic identity and late academic identity with academic adjustment (p<0/05). Regression analysis results showed that 58% of the variance of academic adjustment can be predicted through the school engagement components, academic identity components and academic buoyancy. Research findings showed that various interventions aimed at improving school engagement, academic buoyancy and successful academic identity and reducing the social, emotional and academic adjustment problems of students and improves their level of academic adjustment.

The problem of personal identity among others may stem from the following question—what does be the person that you are, from one day to the next, necessarily consist of? The diachronic problem of personal identity raises question on the necessary and sufficient conditions for the identity of the person over time. The synchronic problem is grounded in the question of what features or traits characterize a given person at one time. To answer these questions, John Locke discarded the soul and the body as necessary and sufficient substances for personal identity over time. He accepted consciousness as the only criterion for personal identity; the only thing capable of remaining the same and preserving personal identity through change. Though Locke’s argument is somewhat clear and coherent but what remains vague and incoherent is embedded in the question—what exactly is consciousness? How and why should it be the basis or criterion for the determination of personal identity? Using the method of critical analysis, I argue that Locke’s choice of consciousness as the determinant of personal identity, though quite novel, is incoherent and vague. Secondly, Locke had already presumed and anticipated clearly though fallaciously the very thing he wishes to substantiate. I therefore conclude that Locke’s argument is just another way of trying to escape but inadvertently prolonging the difficulty of apparently articulating a distinction between the psychological approach and physiological approach to the problem of personal identity. However, in my submission, I propose the concept of the “other” as alternative approach— a sort of an extrinsic-intrinsic approach to the problem of personal identity.

Introduction: Success and failure in studying is one of the important concerns of educational systems. This study aimed at designing a model of academic performance based on the academic identity, academic vitality and flourishing in medical students by examining the intermediate role of academic self-efficacy. Methods: This correlation study was done via structural equation modeling. Population include 400 medical students of Kermanshah in first semester of the academic years 2018-2019 that have been selected by the cluster sampling method. To collect data, academic identity, academic vitality, flourishing, and academic selfefficacy questionnaire were used. Data were analyzed by Pearson correlation coefficient. Results: The results indicated that successful academic identity, academic vitality, and flourishing are interacting with the intermediate role of academic self-efficacy in explaining the students' academic performance are effective. The direct effect of successful academic identity (0. 31), academic vitality (0. 41) and flourishing (0. 34) were significant in estimating students' academic performance. Likewise, the results of path analysis indicated the intermediate role of academic self-efficacy in the relationship between successful academic identity, academic vitality, and flourishing with academic performance of students Conclusion: Regarding the indirect effect of academic self-efficacy on the academic performance, it seems that academic self-efficacy modulates the relationship between successful academic identity, academic vitality, and flourishing with academic performance.

The purpose of this research is to determine the relationship between moral intelligence and academic self-efficacy with the mediation of academic engagement of students in Mahabad city. The method of descriptive-survey research was of the correlation type and the statistical population was all 2831 secondary school female students of Mahabad city, of which 338 were selected by cluster sampling using Morgan's table. Data collection tools were standardized questionnaires of moral intelligence of Lenik and Hill (2005), academic self-efficacy of Jinks and Morgan (1999) and academic engagement of Fridix et al. (2006). The results of hypothesis testing were analyzed by spss and pls software and using correlation tests and structural equation modeling. The results showed that moral intelligence has a positive and significant relationship on academic self-efficacy with the mediation of academic conflict (0.31). Also, the results indicated that there is a positive and significant relationship between moral intelligence and academic self-efficacy components (0.52). The relationship between moral intelligence and academic engagement components was positive and significant (0.76) and finally, academic engagement has a positive and significant relationship with academic self-efficacy (0.41). Therefore, by increasing moral intelligence and consequently increasing academic engagement, it is possible to provide the basis for increasing academic self-efficacy in secondary school female students of Mahabad city.

Background and Purpose: The health and psycho-social and academic vitality of students have a great impact on their future progress. Therefore, the present research was conducted with the aim of modeling academic engagement based on academic identity with the mediating role of academic wellbeing of students. Method: In terms of purpose, the present study is applied, and in terms of the method of data collection, it is a structural equation correlation. The population consisted of all female students enrolled in the second year of high school in the city of Isfahan during the 2014-2015 academic year. From this population, 501 individuals were selected using the staged cluster sampling method. The scale of School Engagement (Wang et al., 2011), the Educational Identity Questionnaire (Was and Isaacson, 2008), and the Academic Well-Being Questionnaire were used to collect data (Tuominen-Soini et al., 2012). The research data were analyzed using structural equation modeling method and by using SPSS26 and AMOS24 software. Results: The results demonstrated that the proposed model fits the data well. According to the findings, successful and early academic identity were positive predictors of interest in school, whereas late and confused academic identity were negative predictors (P<0. 01). Additionally, academic well-being had a significant and positive relationship with school engagement (p<0. 01). The mediating role of academic well-being in the relationship between academic identity and interest in school was also confirmed (P<0. 01). Conclusion: Based on the findings of this study, it can be concluded that academic well-being mediates the relationship between school engagement and academic identity among second-year high school students, and that by enhancing identity styles, it was possible to increase their interest in school. Increasing academic well-being, on the other hand, can result in a strengthening of this relationship.

The purpose of the present study was conceptualizing college students' Academic identity and identifying the components of it as one of the specific types of the identity, considering the socio-cultural structure and the context of higher education in Iranian society. To achieve this goal, a qualitative research method was used. Participants included 56 individuals (25 male students and 31 female students) who were studying in the fourth to sixth semesters of Ardakan University and sixth to eighth grade M. D. in medical and dentistry at the medical University of Shahid Sadoughi in Yazd. Focus groups were used for collecting data. In two universities, five focus groups were formed. The results of the theoretical coding showed that students' identity was composed of five components: academic commitment, academic self-Concept, future thinking, belonging to university and personal agency, influenced by factors such as basic psychological needs and leads to Numerous concequences such as change in academic self-efficacy and subjective well-being.