القدرة التنبؤية لهوية عدم اليقين بدافع التحقق الذاتي لدى طلاب الصف الأول بالمرحلة الثانوية
The aim of the current research was to reveal the level of uncertainty-identity and self-verification motivation among first-grade students in the secondary stage, who have positive and negative self-concept. As well as to identify the relationship of uncertainty-identity to self-verification motivation and examine the predictive ability of uncertainty-identity about the level of self-verification motivation among first-grade students in the secondary stage. The research used the descriptive correlative approach as it is related to the nature and objectives of the research. The final research sample consisted of (278) students in the first grade in the secondary stage, of whom (147 students with positive self-concept and 131 students with negative self-concept). The uncertainty-identity scale (prepared by the researcher), and the self-verification motivation scale (prepared by the researcher) were applied after verifying their stability and validity by appropriate statistical methods. The research used several statistical methods to verify the stability and validity of the research tools and answer its questions namely, “Alpha cronbach, Pearson correlation, confirmatory factor analysis, Mean, standard deviation, and simple regression analysis”. The research reached several results, which are; the presence of a very high level of uncertainty-identity with respect to the dimension of emotional stability with a high level of uncertainty-identity with respect to the remaining dimensions and the total score of uncertainty-identity among first-grade students in the secondary stage. In addition, the presence of a medium motivation of self-verification with respect to all dimensions and the total score of the self-verification motivation scale among first-grade students in the secondary stage. The results of the research also concluded that there is a statistically significant negative correlation between all dimensions and the total score of the uncertainty-identity scale and all dimensions and the total score of the self-verification motivation scale among first-grade students in the secondary stage. In addition, there is a statistically significant negative effect of the uncertainty-identity scale score on the self-verification motivation (ie. There is a statistically significant positive effect of uncertainty-identity on self-verification motivation), and this self-verification motivation can be predicted by the uncertainty-identity variable among first-grade students in the secondary stage. (Published abstract)