Structural-Interpretive Analysis of the Professional Identity of Faculty Members in the Post-Corona Era with Emphasis on Teaching: A Mixed-Methods Study
Assistant Professor Department of Educational and Curriculum Innovations Institute for Research and Planning in Higher Education, Tehran, Iran
10.22099/jsli.2025.8120
Abstract
The present study aimed to determine the effectiveness of the "Path to Success" educational program, based on identity-based motivation theory, in enhancing students' academic engagement. The present study employed a quasi-experimental design with a pre-test, post-test, and follow-up structure, including a control group. To achieve this, two ninth-grade classes from female students enrolled in the 2023-2024 academic year in Galehdar (Fars Province) were selected using convenience sampling. These classes were then randomly assigned to the experimental group (21 students) and the control group (21 students). The experimental group underwent an educational intervention using the "Path to Success" program, based on identity-based motivation theory, over the course of 11 sessions, each lasted 70 minutes. Meanwhile, the control group received standard school instruction. The participants in both groups were assessed for academic engagement at three stages: before the intervention, after the intervention, and during a six-week follow-up period. The results of the multivariate covariance analysis indicated that the "Path to Success" training program led to an increase in behavioral, agentic, cognitive, and emotional academic engagement. This improvement remained stable through the follow-up phase for all dimensions of engagement, except for the emotional aspect. Given these findings, it can be concluded that identity-based motivation training is an effective approach for enhancing students' academic engagement.
bagherian far, M. and davarpanah, S. H. (2025). Structural-Interpretive Analysis of the Professional Identity of Faculty Members in the Post-Corona Era with Emphasis on Teaching: A Mixed-Methods Study. Studies in Learning & Instruction, 17(1), 37-62. doi: 10.22099/jsli.2025.8120
MLA
bagherian far, M. , and davarpanah, S. H. . "Structural-Interpretive Analysis of the Professional Identity of Faculty Members in the Post-Corona Era with Emphasis on Teaching: A Mixed-Methods Study", Studies in Learning & Instruction, 17, 1, 2025, 37-62. doi: 10.22099/jsli.2025.8120
HARVARD
bagherian far, M., davarpanah, S. H. (2025). 'Structural-Interpretive Analysis of the Professional Identity of Faculty Members in the Post-Corona Era with Emphasis on Teaching: A Mixed-Methods Study', Studies in Learning & Instruction, 17(1), pp. 37-62. doi: 10.22099/jsli.2025.8120
CHICAGO
M. bagherian far and S. H. davarpanah, "Structural-Interpretive Analysis of the Professional Identity of Faculty Members in the Post-Corona Era with Emphasis on Teaching: A Mixed-Methods Study," Studies in Learning & Instruction, 17 1 (2025): 37-62, doi: 10.22099/jsli.2025.8120
VANCOUVER
bagherian far, M., davarpanah, S. H. Structural-Interpretive Analysis of the Professional Identity of Faculty Members in the Post-Corona Era with Emphasis on Teaching: A Mixed-Methods Study. Studies in Learning & Instruction, 2025; 17(1): 37-62. doi: 10.22099/jsli.2025.8120
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