Predicting students’ academic performance based on academic identity, academic excitement, and academic enthusiasm: evidence from a cross-sectional study in a developing country

Abstract

Introduction

Academic performance is one of the indicators of the success of educational systems in achieving their goals, influenced by various factors. The aim of this study was to examine the status of academic performance and predict it based on the variables academic identity, academic excitement, and academic enthusiasm among students of Jiroft University of Medical Sciences in southern Iran in 2024.

Methods

This descriptive-analytical cross-sectional study was conducted on 290 students. Data were collected using standardized questionnaires on academic identity, academic excitements, academic enthusiasm, and academic performance. The data were analyzed using t-tests, ANOVA, Pearson correlation coefficients, and multiple linear regression at a significance level of 0.05. SPSS version 23.0 was utilized for data analysis.

Results

The mean scores for academic identity, positive academic excitement, negative academic excitement, academic enthusiasm, and academic performance of the studied students 112.45 ± 9.38 out of 195, 56.66 ± 8.34 out of 110, 199.38 ± 9.34 out of 265, 40.41 ± 6.32 out of 75, and 136.35 ± 6.85 out of 240, respectively. A statistically significant correlation was observed between academic performance and academic identity (r = 0.576, P < 0.001), positive academic excitements (r = 0.627, P < 0.001), negative academic excitements (r = -0.635, P < 0.001), and academic enthusiasm (r = 0.656, P < 0.001). The correlation between academic performance with academic identity, positive academic excitements, and academic enthusiasm was in a direct direction and inversely correlated with negative academic excitements. According to the results of multiple linear regression, the components of academic identity (academic commitment; β = 0.648, future orientation; β = 0.643, personal agency; β = 0.638, belonging academic; β = 0.631, self-concept; β = 0.629), positive (hope; β = 0.669, enjoyment; β = 0.665, pride; β = 0.647) and negative (hopelessness; β= − 0.657, fatigue; β= − 0.653, anxiety; β= − 0.641, shame; β= − 0.632, anger; β= − 0.531) academic excitements, and academic enthusiasm (cognitive enthusiasm; β = 0.662, behavioral enthusiasm; β = 0.659, emotional enthusiasm; β = 0.652) were identified as predictors of students’ academic performance (P < 0.05).

Conclusion

Academic Identity, positive and negative academic excitements, and academic enthusiasm were identified as predictors of students’ academic performance. Therefore, it is recommended that senior educational managers of the university facilitate the improvement of academic identity, positive excitements, and academic enthusiasm, while controlling negative excitements among students by organizing relevant courses and workshops, to witness the growth and enhancement of their academic performance. In addition, faculty members’ capacity and role can be leveraged to shape and strengthen students’ academic identity. Moreover, fostering vibrant cultural, social, and academic environments within universities is recommended to boost positive academic excitement, reduce negative academic excitement, and cultivate academic enthusiasm.

Clinical trial number

Not applicable.

Introduction

Academic performance refers to the knowledge, skills, and abilities acquired by learners in a specific subject or academic field [1]. It is determined through the assessment, evaluation, and judgment of learners’ progress over a defined period [2] Academic performance is a vital indicator for measuring the success of an educational system in achieving its goals [3, 4]. Despite significant government investments in higher education, many learners fail to achieve satisfactory academic performance especially in developing countries [5]. In a cross-sectional study in Malaysia reported that an increasing number of students in higher education institutions still do not graduate on time, indicating that they have not performed well in their studies [6]. A correlational study at Arba Minch University of Southern Ethiopia, reported that the trend of graduating students did not match the trend of enrolled students, and more students committed readmissions because of poor academic performance [4]. There are no precise statistics on the dropout rate in Iran, but according to limited statements by university presidents and the lowest estimates, about 1,500 students drop out of Iranian public universities annually [7].

The decline in academic performance among learners poses a major challenge for educational systems, resulting in wasted resources, a sense of hopelessness among students, and significant negative impacts on families, universities, and society [4]. Evidence suggests that many factors influence academic performance that among them incorrect educational choices—particularly the wrong selection of academic fields—lack of motivation, and the absence of academic enthusiasm are among primary and basic contributors to poor academic performance and high dropout rates in higher education [2, 4, 8, 9].

Educational choices are closely related to the process of identity formation, which is inherently complex. This process involves exploring various programs, comparing and reflecting on them, and ultimately selecting one [9]. Depending on their identity style, individuals may actively seek, evaluate, and use relevant information in a logical and flexible manner (informational style). Alternatively, they may conform to the expectations and standards of significant others or reference groups, which reflects a normative identity style. Some individuals, however, may lack the interest or motivation to address identity-related issues. This avoidant identity style often leads to procrastination or avoidance of commitments [1].

Students may have diverse motivations for their educational choices. While some decisions are driven by autonomous motivations, such as interest and curiosity, others arise from controlled motivations, such as parental pressure or concerns about self-worth [10]. Research indicates that autonomous motivations are associated with favorable academic outcomes that align with an individual’s goals and values. In contrast, students who are not fully engaged in exploring their identity, lack commitment to their choices, or base their decisions on controlled motivations may be more prone to unfavorable educational outcomes. A combination of these factors can further increase their vulnerability [11–13].

To explore motivation more deeply, we have focused on academic excitement. Recent studies indicate a connection between motivation and academic excitement [14], as motivational behaviors encompass positive emotions (e.g., enjoyment, hope, pride) or negative emotions (e.g., fatigue, anger, anxiety). These emotions can be active (e.g., enjoyment, pride, or anger) or passive (e.g., shame) and are experienced across various academic contexts, including before, during, and after attending classes, studying, and taking exams [14, 15].

Such emotions are likely to influence students’ readiness, motivation to overcome challenges, effort levels, and even the strategies they employ to comprehend academic materials [16]. Additionally, research has established a reciprocal relationship between academic excitement and academic progress [17–19]. For example, a study by Hannani et al. found that both positive and negative academic excitement were significantly associated with students’ academic motivation [15]. Furthermore, a cross-cultural study of Chinese and Iranian students demonstrated that enjoyment, hope, and pride could meaningfully and positively predict students’ academic engagement [19].

The third factor influencing academic performance, which we have focused on, is academic enthusiasm [2, 20–22]. Academic enthusiasm refers to the amount of energy a learner invests in academic tasks, along with the resulting effectiveness and efficiency [2]. It is often considered a motivational construct [9]. Individuals with high academic enthusiasm tend to dedicate more time to education and learning. They also show greater attention and focus on academic matters. In addition, they are more committed to following the rules of the educational system. They exhibit stronger self-regulation in their studies and are better at overcoming academic challenges, either independently or with support [21]. Numerous studies have also highlighted the role of academic motivation in enhancing learners’ academic enthusiasm [23]. According to Azimi et al., academic enthusiasm positively predicts academic vitality [24]. Similarly, Putwain and Daly found that academic enthusiasm significantly predicts learners’ academic performance [25].

Given this background, identifying the intertwined factors that affect students’ academic performance is crucial. However, it seems that this topic has received limited attention in higher education, emphasizing the need for more multidimensional research. Combining constructs such as identity formation, motivation (with a focus on academic excitement), and academic enthusiasm within a single study can help identify and better understand students at risk of dropping out or facing other unfavorable academic outcomes.

The present study aims to investigate the status of academic performance and its prediction based on the variables academic identity, academic excitement, and academic enthusiasm among students at Jiroft University of Medical Sciences in southern Iran in 2024. The results of this research can contribute to the planning, development, and improvement of educational programs, as well as to enhancing the educational and academic outcomes for students. Although this research was conducted at a single university, it is valuable in its own right, as it is located in one of the underprivileged areas of Iran. It could serve as a guide for officials and educational system managers to address gaps in the current system, particularly in universities and disadvantaged regions. Furthermore, as of the time of this study, no research has been found in Iran that simultaneously examines the role of three factors—identity, excitement, and academic enthusiasm—in predicting academic performance.

Methods

Design and setting

This descriptive-analytical study was conducted cross-sectionally among students at Jiroft University of Medical Sciences in southern Iran from January to March 2024.

Participants

The population of this study consisted of students at Jiroft University of Medical Sciences, including those from the School of Medicine (Medical field), Nursing (Nursing and Midwifery), Public Health (Public Health and Environmental Health), and Paramedical Sciences (Medical Laboratory Science, Surgical Technology, and Anesthesia Technology).

Considering the population size of 1,136 individuals and using the formula below, with a confidence level of 95% (α = 0.05), p = q = 0.5, and z = 1.96, the sample size was estimated to be 290 university students. The reason for considering p = q = 0.5 was to select the maximum sample size and ensure that the study sample size was not small.

Considering the total population under study, which consisted of 1,136 individuals, the required sample size for each school was determined by dividing 290 by 1,136 and then multiplying the resulting number by the total number of students in each school. The Table 1 below lists the names of the schools under examination, along with the total number of students and the sample size for each school.

Table 1.

Population and sample sizes for each school

School Name	Number of Students (Population Size)	Sample Size
Medicine	302	77
Nursing and Midwifery	326	83
Public Health	215	55
Para medicine	293	75
Total	1136	290

After determining the desired sample size in each faculty, the number of students in each field of study was determined. In the Faculty of Medicine, the number of medical students was 77, that were divided among different entrances based on the year of entering the university (proportional stratified sampling). In the nursing faculty, the number of nursing and midwifery students was determined in first. For each of these two fields, the required sample size for each entry was estimated based on the number of students in each entry. In the same way, these steps were followed in the faculties of health and paramedicine. Finally, students were randomly selected using their student numbers and a random number table. Figure 1 show the determine the sample size separately for each faculty and field of study (Fig. 1).

Fig. 1.

Required sample by faculty and field of study

The inclusion criteria for the study included students enrolled in the second semester of the 2022–2023 academic year, and a willingness to participate in the research. The exclusion criteria comprised unwillingness to participate in the study, and the presence of seizures or neurological disorders. As seizures and major and minor neurological disorders are considered to be among the disorders that may affect students’ academic performance, students with the above complications were excluded from the study. For this purpose, by referring to the university’s student affairs office and explaining the purpose of the study, the students’ medical records were reviewed and students with the above problems were identified.

Instruments

The data collection instrument was a five-part questionnaire. The first section of the questionnaire contained demographic information such as age, gender, marital status, field of study, educational level, place of residence, and employment status. The other four sections included the four standard questionnaires of academic identity, academic emotions, academic enthusiasm, and academic performance, which were used in previous studies [26–29]. The reason for choosing the aforementioned questionnaires, which will be discussed in detail later, lies in their standardization, comprehensive view of the variable in question, widespread use in various studies, and established validity and reliability.

The second section included the standard academic identity questionnaire developed by Arianpour et al. (2017) [26]. This questionnaire consists of 39 questions and 5 subscales: commitment (9 items), future orientation (9 items), academic self-concept (12 items), belonging (5 items), and personal agency (4 items). The questions were scored using a 5-point Likert scale, ranging from strongly agree (= 5) to strongly disagree (= 1). Based on this scoring system, the range of scores for academic identity is 39–195. The validity and reliability of this questionnaire (with a Cronbach’s alpha coefficient of 0.92) have been confirmed in the study by Arianpour et al. (2017) on Iranian students [26]. In addition to the confirmation of the validity of this questionnaire in previous studies [26], in the present study, the face validity was approved by 10 members of the faculty in the field of healthcare management in Iran. Moreover, content validity with CVR = 0.72 and CVI = 0.84 and convergent validity with AVE = 0.78 were confirmed.

The third section included the academic emotions questionnaire by Pekrun et al. (2011) [27]. This questionnaire is divided into three separate sections that assess emotions related to class, exams, and learning [27, 30]. In this study, the researchers used an instrument specifically designed to assess learning-related emotions, including enjoyment (10 items), hope (6 items), pride (6 items), anger (9 items), anxiety (11 items), shame (11 items), hopelessness (11 items), and fatigue (11 items), totaling 75 items arranged on a five-point Likert scale, where students rated their emotional experiences from strongly disagree [1] to strongly agree [5]. The scoring ranges for this questionnaire for positive and negative emotions were 22–110 and 53–265, respectively. This questionnaire also has acceptable psychometric indicators. In Iran, this questionnaire was localized by Kadivar et al., and its validity and reliability (with a Cronbach’s alpha coefficient of 0.81) have been confirmed [31]. In addition to the confirmation of the validity of this questionnaire in previous studies [31], in this study, face validity was approved by the aforementioned experts. Moreover, content validity with CVR = 0.74 and CVI = 0.85 and convergent validity with AVE = 0.77 were confirmed.

The fourth section of the questionnaire was the academic enthusiasm questionnaire by Fredericks (2004) [28]. This questionnaire consists of 15 questions that measure academic enthusiasm across three dimensions: behavioral enthusiasm (4 questions), emotional enthusiasm (6 questions), and cognitive enthusiasm (5 questions). A 5-point Likert scale was used for scoring this questionnaire, ranging from ‘never’ to ‘almost always,’ with scores from 1 to 5. The minimum score for this section of the questionnaire was 15, while the maximum score was 75. The validity and reliability of this questionnaire (with a Cronbach’s alpha coefficient of 0.86) have been confirmed in the study by Fredericks et al. [28]. In addition to the confirmation of the validity of this questionnaire in previous studies [28], in this study, face validity was approved by the experts mentioned in the second part of the questionnaire. Moreover, content validity with CVR = 0.74 and CVI = 0.81 and convergent validity with AVE = 0.73 were confirmed.

The fifth section of the questionnaire was the academic performance questionnaire by Pham and Taylor (1999) [29]. This questionnaire consists of 48 questions that measure academic performance across five dimensions: self-efficacy (8 questions), emotional impacts (8 questions), planning (14 questions), lack of outcome control (4 questions), and motivation (14 questions). A 5-point Likert scale was used for scoring this questionnaire, ranging from ‘very low’ to ‘very high,’ with scores from 1 to 5. Considering the Likert scale, the scoring range for this questionnaire was from 48 to 240, with higher average scores indicating better academic performance. The validity and reliability of this questionnaire (with a Cronbach’s alpha coefficient of 0.90) have been confirmed in the study by Saffarieh et al. [29]. In this study, face validity was approved by the experts mentioned in the second part of the questionnaire. Moreover, content validity with CVR = 0.72 and CVI = 0.79 and convergent validity with AVE = 0.70 were confirmed.

Procedure and statistical analysis

To collect data, one of the researchers (ARY) visited the schools under investigation on different days of the week during two shifts, morning and afternoon, to distribute and collect the questionnaires. To adhere to ethical considerations, students’ participation in the study and the completion of the questionnaires were entirely voluntary and conducted only with the individual’s consent. Before distributing the questionnaires, the purpose of the research was clearly and explicitly explained to each student. It was also emphasized that participation in the study posed no risk to the students and that all information would remain confidential with the researcher. The results of the study would only be used for necessary corrective planning. Students who met the eligibility criteria were then asked if they were willing to participate in the study and complete the questionnaires. Finally, after reaffirming the confidentiality of their responses, written informed consent was obtained. The questionnaires were distributed in person without any reference to students’ names and were collected on the same day. To maintain confidentiality, no identifying information that could reveal the respondents’ identities was recorded or considered during data collection and analysis.

Data analysis was conducted using the Statistical Package for the Social Sciences (SPSS version 23.0) software. To examine the correlation between academic identity, academic excitement, and academic enthusiasm with students’ academic performance, Pearson correlation coefficients were calculated. To investigate the differences in mean scores of the main research variable based on gender, marital status, place of residence, and employment status, the T-test was utilized. ANOVA was employed to analyze the differences in mean scores of academic identity, academic excitements, academic enthusiasm, and academic performance among students based on age group, educational level, and field of study. Finally, to assess the simultaneous effects of the components of academic identity, academic excitements, and academic enthusiasm (as the independent variables) on students’ academic performance (dependent variable), multiple linear regression analysis was applied. In the regression model, R-squared (R²) shows what percentage of the dependent variable changes are explained by the independent variables. The value of this index is between zero and one and if it is more than 0.6, it shows that the independent variables have been able to explain the changes of the dependent variable to a large extent [32]. In addition, one of the presuppositions of multiple linear regression is the absence of collinearity or correlation between independent variables. VIF index was used to check for non-alignment. According to statistical logic, if the VIF is greater than 10, then alignment is possible [33].

Results

The mean age of the participating students in the study was 20.89 ± 6.14 years, with the majority (64.14%) in the age group of 18 to 22 years. Most respondents were female (66.21%), single (85.86%), studying in the field of medicine (26.55%), at the undergraduate level (64.48%), and residing in dormitories (68.28%). Additionally, 15.17% of the students were employed, having a legitimate and independent source of income (Table 2).

Table 2.

Distribution of the frequency of the studied students (n = 290)

Variable	Category	Frequency	Percentage
Age (Years)	18–22 23–27 28–32 Older than 32	186 81 14 9	64.14 27.93 4.83 3.10
Gender	Male Female	98 192	33.79 66.21
Marital Status	Single Married	249 41	85.86 14.14
Educational Level	Associate’s Degree Bachelor’s Degree Doctorate Degree	26 187 77	8.97 64.48 26.55
Field of Study	Medicine Nursing Midwifery Laboratory Sciences Operating Room Technician Anesthesia Technician Public Health Environmental Health	77 55 28 26 25 24 17 38	26.55 18.97 9.65 8.96 8.63 8.27 5.86 13.11
Place of Residence	Dormitory Resident Non-Dormitory Resident	198 92	68.28 31.72
Employment Status*	Employed Unemployed	44 246	15.17 84.82

* Having a legitimate and independent source of income

The mean scores for academic identity, positive academic excitement, negative academic excitement, academic enthusiasm, and academic performance among the studied students were as follows: 112.45 ± 9.38 out of 195, 56.66 ± 8.34 out of 110, 199.38 ± 9.34 out of 265, 40.41 ± 6.32 out of 75, and 136.35 ± 6.85 out of 240, respectively (Table 3).

Table 3.

Mean and standard deviation of academic identity, academic excitement, academic enthusiasm, and academic performance, along with their dimensions, in the studied students

Variable		Dimensions	Score Range	Mean	Standard Deviation
Academic Identity		Academic Commitment	9–45	20.47	8.53
		Future Orientation	9–45	26.27	7.44
		Academic Self-Concept	12–60	30.53	8.27
		Belonging	5–25	19.36	8.42
		Personal Agency	4–20	15.82	9.29
		Total	39–195	112.45	9.38
Academic Excitements	Positive	Enjoyment	10–50	23.59	9.38
		Hope	6–30	16.46	8.24
		Pride	6–30	16.61	8.45
		Total	22–110	56.66	8.34
	Negative	Anger	9–45	37.08	9.17
		Anxiety	11–55	39.22	10.82
		Shame	11–55	38.53	9.76
		Hopelessness	11–55	43.42	9.62
		Fatigue	11–55	41.13	10.47
		Total	53–265	199.38	9.34
Academic Enthusiasm		Behavioral Enthusiasm	4–20	11.83	5.32
		Emotional Enthusiasm	6–30	16.36	6.73
		Cognitive Enthusiasm	5–25	12.22	6.07
		Total	15–75	40.41	6.32
Academic Performance		Self-Efficacy	8–40	26.88	6.31
		Emotional Impacts	8–40	28.16	5.57
		Planning	14–70	43.05	6.83
		Lack of Outcome Control	4–20	7.59	6.38
		Motivation	14–70	30.67	6.55
		Total	48–240	136.35	6.85

Based on the results, a statistically significant correlation was observed between students’ academic performance and academic identity (r = 0.576, P < 0.001), positive academic excitement (r = 0.627, P < 0.001), negative academic excitement (r = -0.635, P < 0.001), and academic enthusiasm (r = 0.656, P < 0.001) (Table 4).

Table 4.

Correlation between academic identity, academic excitement (both positive and negative), academic enthusiasm, and academic performance of the studied students

Research Variables	1	2	3	4	5
Academic Identity	---
Positive Academic Excitements	r= 0.627 p < 0.001	---
Negative Academic Excitements	r= -0.635 p < 0.001	r= -0.762 p < 0.001	---
Academic Enthusiasm	r= 0.656 p < 0.001	r=0.674 p < 0.001	r= -0.728 p < 0.001	---
Academic Performance	r=0.576 p < 0.001	r=0.642 p < 0.001	r= -0.711 p < 0.001	r=0.749 p < 0.001	---

r; Pearson Correlation Coefficient

p-value; Correlation is significant at the 0.05 level

The results of the multiple linear regression analysis, which aimed to determine the simultaneous effects of the components related to the variables of academic identity, academic excitement (both positive and negative), and academic enthusiasm on academic performance, indicated that the significant variables present in the model - determined using the Enter method - were, in order of importance, “academic commitment, future orientation, personal agency, belonging, and academic self-concept” for academic identity; “hope, enjoyment, hopelessness, fatigue, pride, anxiety, shame, and anger” for academic excitement; and “cognitive enthusiasm, behavioral enthusiasm, and emotional enthusiasm” for academic enthusiasm.

The β values associated with these influencing variables, which indicate their priority effect on academic performance, are presented in Table 5. Additionally, this test showed that the adjusted R² values for academic performance, broken down by each of the variables of academic identity, academic excitement (positive and negative), and academic enthusiasm, were 0.65, 0.72, and 0.81, respectively. This means that 65%, 72%, and 81% of the variance in students’ academic performance scores can be explained by the variables in the model.

Table 5.

Factors influencing students’ academic performance using the multiple linear regression model

Variable				Unstandardized coefficients		Standardized coefficient β	P-value
				B	Std. Error
Academic Performance	Academic Identity	---	Constant	3.518	1.207	---	0.002
		X1i	Academic Commitment	0.648	0.164	0.636	< 0.001
		X2i	Future Orientation	0.643	0.160	0.630	< 0.001
		X3i	Personal Agency	0.638	0.155	0.623	< 0.001
		X4i	Belonging Academic	0.631	0.151	0.619	< 0.001
		X5i	Self-Concept	0.629	0.147	0.616	< 0.001
	Academic Excitements	---	Constant	3.624	1.121	---	0.001
		X1e	Hope	0.669	0.157	0.658	< 0.001
		X2e	Enjoyment	0.665	0.143	0.654	< 0.001
		X3e	Hopelessness	− 0.657	0.138	− 0.649	< 0.001
		X4e	Fatigue	− 0.653	0.132	− 0.641	< 0.001
		X5e	Pride	0.647	0.127	0.634	< 0.001
		X6e	Anxiety	− 0.641	0.126	− 0.630	< 0.001
		X7e	Shame	− 0.632	0.119	− 0.627	< 0.001
		X8e	Anger	− 0.531	0.108	− 0.619	0.001
	Academic Enthusiasm	---	Constant	3.835	1.121	---	0.001
		X1p	Cognitive Enthusiasm	0.662	0.147	0.658	< 0.001
		X2p	Behavioral Enthusiasm	0.659	0.140	0.655	< 0.001
		X3p	Emotional Enthusiasm	0.652	0.139	0.649	< 0.001

p-value; Correlation is significant at the 0.05 level

Accordingly, the most important dimensions of academic identity predicting academic performance were academic commitment (β = 0.648), future orientation (β = 0.643), personal agency (β = 0.638), belonging academic (β = 0.631), and self-concept (β = 0.629), respectively. Also, hope) β = 0.669), enjoyment (β = 0.665), hopelessness (β= − 0.657), fatigue (β= − 0.653), pride (β = 0.647), anxiety (β= − 0.641), shame (β= − 0.632), and anger (β= − 0.531) were identified as the most important predictors of academic performance among the dimensions of academic excitement, respectively. Finally, the most important dimensions of academic enthusiasm predicting academic performance were cognitive enthusiasm (β = 0.662), behavioral enthusiasm (β = 0.659), and emotional enthusiasm (β = 0.652), respectively (Table 5).

Based on the findings of the study, the mean score for academic identity varied significantly according to age (p = 0.02), gender (p = 0.04), field of study (p = 0.03), and educational level (p = 0.02). Specifically, the mean score for academic identity was higher among students aged 23–27 years (114.03 ± 9.26 out of 195), females (113.12 ± 8.54 out of 195), and those in the medical field, particularly professional doctorate students (113.45 ± 9.36 out of 195), compared to others. There was also a significant difference in the mean score for positive academic excitement based on age (p = 0.03), gender (p = 0.02), and field of study (p = 0.04). The mean score for positive academic excitement was higher among students aged 23–27 years (57.13 ± 8.24 out of 110), females (57.89 ± 9.06 out of 110), and those in the medical field (56.93 ± 8.17 out of 110) compared to others. The mean score for negative emotions among students differed significantly based on age (p = 0.04) and marital status (p = 0.02), with the highest scores observed in the 28–32 age group (200.08 ± 10.11 out of 265) and among single students (199.82 ± 9.81 out of 265). Finally, the mean score for academic enthusiasm varied significantly according to age (p = 0.03), gender (p = 0.03), field of study (p = 0.02), educational level (p = 0.03), and place of residence (p = 0.04). The mean score for academic performance also differed based on age (p = 0.02), field of study (p = 0.03), educational level (p = 0.04), and employment status (p = 0.03). Specifically, the mean score for academic enthusiasm was higher among students aged 23–27 years (41.45 ± 7.03 out of 75), females (41.35 ± 6.11 out of 75), and those in the medical field, including professional doctorate students (40.87 ± 6.21 out of 75), as well as those residing in dormitories (41.62 ± 6.25 out of 75). Similarly, the mean score for academic performance was higher among students aged 23–27 years (137.46 ± 6.75 out of 240), those in the medical field, including professional doctorate students (136.77 ± 6.63 out of 240), and non-working students (136.85 ± 6.52 out of 240) (Table 6).

Table 6.

The relationship between academic performance, academic identity, academic excitement, and academic enthusiasm in relation to the demographic variables of the studied students

Variables	Age	Gender	Marital Status	Field of Study	Educational Level	Place of Residence	Employment Status
Academic Identity	F = 2.422 p = 0.02 ES f = 0.286	t = 2.112 p = 0.04 ES d = 0.522	t = 1.335 p = 0.13 ES d = 0.367	F = 2.341 p = 0.03 ES f = 0.259	F = 2.246 p = 0.02 ES f = 0.271	t = 1.461 p = 0.23 ES d = 0.262	t = 1.321 p = 0.11 ES d = 0.321
Positive Academic Excitements	F = 2.328 p = 0.03 ES f = 0.265	t = 2.121 p = 0.02 ES d = 0.548	t = 1.446 p = 0.09 ES d = 0.352	F = 1.855 p = 0.04 ES f = 0.248	F = 1.327 p = 0.10 ES f = 0.119	t = 1.354 p = 0.16 ES d = 0.237	t = 1.466 p = 0.07 ES d = 0.388
Negative Academic Excitements	F = 2.314 p = 0.04 ES f = 0.257	t = 2.018 p = 0.06 ES d = 0.425	t = 2.668 p = 0.02 ES d = 0.555	F = 1.113 p = 0.14 ES f = 0.121	F = 1.204 p = 0.11 ES f = 0.108	t = 1.333 p = 0.08 ES d = 0.368	t = 1.412 p = 0.10 ES d = 0.364
Academic Enthusiasm	F = 2.336 p = 0.03 ES f = 0.261	t = 2.119 p = 0.03 ES d = 0.533	t = 1.527 p = 0.08 ES d = 0.372	F = 2.455 p = 0.02 ES f = 0.262	F = 2.348 p = 0.03 ES f = 0.259	t = 1.863 p = 0.04 ES d = 0.529	t = 1.521 p = 0.06 ES d = 0.399
Academic Performance	F = 2.379 p = 0.02 ES f = 0.277	t = 1.614 p = 0.10 ES d = 0.398	t = 1.328 p = 0.11 ES d = 0.346	F = 2.355 p = 0.03 ES f = 0.254	F = 1.191 p = 0.04 ES f = 0.251	t = 1.214 p = 0.12 ES d = 0.356	t = 2.121 p = 0.03 ES d = 0.532

p-value; Correlation is significant at the 0.05 level

r; Pearson Correlation Coefficient

t; T-Test; The degree of freedom (df) is equal to 289

F; Test ANOVA

ES_d; Cohen’s D Effect Size

ES_f; Cohen’s F Effect Size

Discussion

Based on the findings of this study, academic identity and its dimensions, including academic commitment, future orientation, academic self-concept, belonging, and personal agency, may predict of students’ academic performance. This finding aligns with the results of studies by Was and Isaacson (2008) [34], Berzonsky and Kuk (2005) [12], Ahmadi (2016) [35], and Gazidari et al. (2016) [36]. The results of the study by Kord et al. (2022) showed that academic identity and its components have the ability to predict students’ academic performance [37]. Additionally, the study by Rezaipour and Shokripour (2020) indicated that academic identity can enhance learners’ academic performance [38]. Furthermore, Abdi and Zandipayam (2020) demonstrated in their study that successful academic identity affects the explanation of students’ academic performance [39]. Berzonsky and Kuk (2005) found that differences in identity status are a significant cause of meaningful changes in academic progress [12]. Ahmadi (2016) demonstrated that academic identity can be used to improve the academic performance of both gifted and average students [37]. Hejazi’s (2012) research also revealed a general relationship between academic identity and academic progress [40]. The findings of these studies are also consistent with this section of the present research. To explain this finding, it can be stated that individuals with a successful academic identity are committed to a set of values, roles, and academic goals through self-directed and integrated choices. They possess a self-constructed identity, are less influenced by others, and have a high level of self-monitoring. Due to their goal orientation and high self-monitoring, they experience fewer academic problems. Moreover, learners with a successful academic identity are confronted with a diverse set of potential goals before making decisions and make choices based on the desirability, urgency, or long-term nature of those goals. In practice, these individuals do not examine opportunities or compare existing options; rather, they focus all their efforts on achieving their selected goals and, consequently, achieve better academic performance.

The findings of the present study showed that academic excitement (both positive and negative) and its components, including enjoyment, hope, and pride (positive emotions) as well as anger, anxiety, shame, despair, and fatigue (negative emotions), have the ability to predict students’ academic performance. The results of the study by Hayat et al. (2018) indicated a significant positive relationship between positive emotions (enjoyment, hope, pride) and students’ academic performance, while a negative and insignificant relationship exists between negative emotions (anger, anxiety, despair, shame, and fatigue) and students’ academic performance. Additionally, their research findings demonstrated that the emotions of enjoyment, hope, and pride could explain 22.1% of the variance in students’ academic performance [17]. Cocorada (2016) concluded in his study that the emotions of enjoyment, hope, and pride have a significant positive relationship with academic performance [41]. The study by Ismail (2015) indicated that academic emotions account for nearly 66% of the variance in students’ academic success [42]. Some researchers believe that academic emotions are related to certain academic and performance outcomes. Pekrun et al. (2009) found that the emotions of enjoyment, hope, and pride significantly relate to students’ midterm exam scores [43]. Gläser-Zikuda et al. (2018) found that enjoyment and pride are positive predictors of undergraduate students’ scores [44]. In general, it can be stated that the findings of the present research align with the results of the aforementioned studies. Cocorada (2016) found in his research that anxiety and shame have no relationship with academic performance [41], which does not align with this section of the present study’s findings. Some researchers have identified excitement as a key factor in explaining motivation and academic success. Studies show that excitement significantly impacts academic learning, either facilitating or hindering it. From another perspective, academic excitement is directly and indirectly related to learners’ academic outcomes and achievements [28, 45–49]. It also influences various factors, such as goal orientation, self-regulation, mental and physical health, motivation, and learning strategies. Additionally, it affects cognitive resources, self-regulated learning, teacher-student interactions, classroom teaching, focus, and the processes of storing, retrieving, and processing information—all of which contribute to academic progress [46, 47, 50–54]. In this context, some researchers suggest that positive excitement, such as enjoyment, will positively influence academic progress. In contrast, negative and passive excitement, such as fatigue, can reduce motivation and disrupt information processing, thereby negatively affecting academic progress [45]. This effect has been reported in several empirical studies on students [48, 50, 51]. To explain this part of the research findings, it can be stated that emotions appear to impact academic success. Positive emotions enhance self-regulation, leading to greater academic success, which, in turn, reinforces positive academic emotions. Thus, it can be said that students who utilize more diverse cognitive and metacognitive strategies achieve better learning outcomes and exhibit higher academic performance. Additionally, they obtain more positive learning results compared to their peers who lack the necessary skills in using these strategies. Of course, this also applies to negative emotions, which is why researchers believe that emotions influence teaching and learning processes in both positive and negative ways.

The results of this study also indicated that academic enthusiasm and its dimensions, including cognitive, behavioral, and motivational components, may predict of students’ academic performance. This finding aligns with the research of Cho (2015) [55], Lippman and Rivers (2008) [56], Veiga et al. (2016) [57], and Plett and Wilson (2014) [58]. According to part of the findings of the study by Afshin (2021), there was a positive, strong, and significant correlation between academic enthusiasm and academic performance [59]. The results of the study by Hosseinmardi et al. (2022) showed that academic enthusiasm has a direct effect on academic progress [60]. Part of the results from the study by Barimani and Ebrahimi (2023) indicated a direct and significant effect of academic enthusiasm on academic performance [61]. Eslami et al. (2018) [62] and Bélanger and Ratelle (2021) stated in their studies that there is a correlation between academic enthusiasm and academic performance [63]. The study by Zamani et al. (2023) demonstrated a significant relationship between academic enthusiasm and academic performance in students [64]. The study by Eslami et al. (2018) showed that supported academic performance directly impacts academic enthusiasm [62]. To explain this section of the research findings, it can be said that learners who possess enthusiasm and interest in their studies participate more in educational activities, enjoy these activities, and focus their attention on solving issues related to academic performance. They demonstrate a greater commitment to the rules and regulations of the university environment, and by exhibiting adaptive and desirable behaviors, along with feelings of interest and satisfaction regarding academic topics, they prevent factors that disrupt their academic performance. Therefore, by enhancing academic enthusiasm among students, it is possible to help them overcome educational challenges and improve their academic performance.

Conclusion

Academic identity, positive and negative academic emotions, and academic enthusiasm were identified as predictors of students’ academic performance. Therefore, it is recommended that senior educational managers at the university facilitate the improvement of academic identity, positive emotions, and academic enthusiasm while also controlling negative emotions in students by organizing relevant courses and workshops. This will help to foster the growth and enhancement of their academic performance. Additionally, the capacity and role of university professors can be leveraged to shape and strengthen students’ academic identity. Furthermore, creating and enhancing vibrant cultural, social, and scientific spaces at the university to promote positive emotions, diminish negative emotions, and develop academic enthusiasm is advisable.

Moreover, as previously mentioned, both positive and negative academic excitement can either enhance or hinder students’ academic performance. Therefore, faculty members should consider their students’ excitement and use these emotions to facilitate better learning. Additionally, faculty members should focus on creating a learning environment that fosters positive excitement, as students’ experiences of both positive and negative excitement can be influenced in such settings.

Faculty members play a pivotal role in fostering academic enthusiasm among students, which, in turn, significantly impacts academic performance. Supportive interactions with faculty or other elements of the educational system often inspire students to shift their perspectives and attitudes, instilling hope about their academic journey and encouraging them to engage more enthusiastically in their studies and projects. Therefore, it is recommended that faculty members, in light of their important teaching and educational mission, make the most of all supportive opportunities, even the smallest and seemingly insignificant gestures (such as a simple smile), to foster growth, guidance, and transformation in students. Additionally, families should make every effort in their behaviors, actions, and role modeling, as these play a crucial role in shaping lifestyle, enhancing personal resources, nurturing academic talent, providing academic support and guidance, and ultimately contributing to students’ academic enthusiasm.

Therefore, it is recommended that educational policymakers review and update academic curricula to better align with the needs and conditions of the target society, as well as with contemporary global trends, such as artificial intelligence. Additionally, incorporating more practical courses into the curricula and involving students in educational and institutional decision-making processes relevant to their fields of study can significantly enhance their academic enthusiasm. Engaging students in field-relevant activities during their studies can further contribute to achieving this goal.

Given that this study explored concepts not previously addressed in earlier research, future studies—particularly qualitative ones—could build on these findings to better understand the challenges and opportunities that influence students’ academic performance through variables such as identity, excitement, and academic enthusiasm. Furthermore, extending the research to a broader population, such as all medical universities in Iran, and employing mixed-methods approaches could yield diverse and insightful results.

In conclusion, this study was conducted within the context of Iran, where specific cultural and social factors may have influenced the results. For example, students in Iran rarely choose their academic fields based on personal interest; instead, they are admitted to various disciplines through the national entrance exam. This process may affect research variables such as identity and academic enthusiasm among Iranian students. Moreover, academic performance in Iran is predominantly assessed through grade point averages (GPAs). Thus, the measurement of academic performance in this study—and its relationship with other variables—is confined to this criterion.

Limitation

Like other studies, this research had its limitations. Limitations of this study include students’ self-reporting in filling out the questionnaires, cross-sectional design, the purely quantitative nature of the research methodology, and conducting the study within a limited population. Therefore, it is suggested that future studies adopt qualitative, mixed-method (quantitative and qualitative), and intervention approaches with a larger sample size to achieve a clearer understanding of the research topic.

The study also faced limitations, including the diverse academic disciplines of the participants and the extensive number of questionnaire items. Finally, since this study examined correlations between variables, its findings should be interpreted with caution.

Author contributions

SHB designed the study and prepared the initial draft. ARY contributed to data collection and analysis. JB, OA, and SM supervised the entire study and finalized the article. All authors have read and approved the manuscript.

Funding

There was no funding.

Data availability

All data is presented as part of the tables or figures. Additional data can be requested from the corresponding author.

Declarations

Ethics approval and consent to participate

This study is approved by the Jiroft University of Medical Sciences Ethics Committee under ID number IR.JMU.REC.1402.002. All methods were carried out in accordance with relevant guidelines and regulations. Written informed consent was obtained from all subjects and/or their legal guardians.

Consent for publication

Not applicable.

Competing interests

The authors declare no competing interests.