شبكة المعلومات العربية التربوية

Among the variations of identity that attracted psychology and education researchers, are those associated with academic and professional settings, or what is known as Academic Identity (AI). It was commonly recognized that well identified AI is related to students’ academic achievement, goal orientation, motivation and success in their academic majors. Since all these aspects are in the core aspects targeted by universities around the globe, AI development is becoming one of the most concerns of university training programs besides knowledge transfer. Hence, this study aims at investigating the statuses of AI development among a sample of 200 Algerian master students within an Algerian university context. The investigation was also conducted through interviews with a number of 25 teachers. This study used academic identity status measure (AISM) developed by the researchers. Most participants’ levels of AI development were distributed between achievement, moratorium identities, and Low defined moratorium, while the rest showed foreclosed and diffused levels. A very few students held mid statuses such as; achievement, moratorium, foreclosure or diffusion-oriented levels. The findings also indicated no significant differences in gender or in academic majors, except for sociology branch in the foreclosure status. This study discusses significant implications that spots light on the importance of devoting more consideration, in higher education, to students’ AI development as a predictor of their academic career success and continuation. (Published abstract)