Rango de identidad académica y su relación con la orientación de meta de logro

Translated title of the contribution: Academic identity status and the relationship to achievement goal orientation

Christopher A. Was*, Ibrahim Al-Harthy, Maura Stack-Oden, Randall M. Isaacson

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

15 Citations (SciVal)


Introduction: Two constructs that have received a great deal of attention in Educational Psychology research are Achievement Orientation and Identity Status. However, the relationship between these two constructs has not received the attention that the current researcher feel is warranted. The impetus for the current study is the paucity of research in this area. Method: The current study employed a self-report measure of academic identity status founded in Marcia's theory of identity states. A second measure adopted from Elliot's trichotomous framework of goal orientation was used to capture students' achievement goal orientation. Data collected from 407 undergraduate students was submitted to correlational and path analyses to examine the relationship between the two constructs. Results: Results indicated that the specific academic identity status of a student is related to the type of academic goals one adopts. Discussion or Conclusion: The results of our analysis support our hypothesis that a relationship exists between a student's academic identity status and the types of goals a student will adopt. Implications for educators and research are discussed.

Translated title of the contributionAcademic identity status and the relationship to achievement goal orientation
Original languageSpanish
Pages (from-to)627-652
Number of pages26
JournalElectronic Journal of Research in Educational Psychology
Issue number2
Publication statusPublished - Sept 2009
Externally publishedYes


  • Academic identity
  • Achievement goals
  • Goal orientation
  • Identity status

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology


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