Abstract

The study examined the internal consistency, factor structure, and predictive validity of the academic identity measure (AIM), a pioneer measure of academic identity status. Data were collected from 390 students (average age 16.65; SD=1.31) in 10 secondary schools in Embu County, Kenya. The factor structure of the AIM corresponded to that reported in previous studies among high school and college students. Furthermore, significant correlation and predictive equation was found between AIM subscales and academic achievement. The AIM yielded data with sufficient psychometric properties among secondary school students. In addition, the findings add support to crossnational generalizability of the factor structure of the AIM.

Highlights

  • An area that continues to attract considerable research attention is the influence of identity processes on academic outcomes

  • This study focuses on the academic identity status measure (AIM) which was developed by Was and Isaacson [2]

  • The AIM was developed in North America and it was normed with a sample of American college students

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Summary

Introduction

An area that continues to attract considerable research attention is the influence of identity processes on academic outcomes. The importance of tests and measures in identity research has led to the development of several valuable resources. Most of these are self-report instruments developed in North America and normed with college samples [1]. This study focuses on the academic identity status measure (AIM) which was developed by Was and Isaacson [2]. The AIM was developed in North America and it was normed with a sample of American college students. We believe that there is need to establish the relevance of the academic identity status construct and the psychometric properties of the AIM using non-college student populations especially in non-American cultures

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