Design and Validation of a Model for Strategies to Enhance Identity Among Lower Secondary School Students

Abstract

Purpose: The aim of this study was to design and validate a model of effective strategies for enhancing the identity of lower secondary school students.

Methodology: This study was applied in terms of its objective, exploratory mixed-method (qualitative-quantitative) in terms of data type, cross-sectional in terms of data collection timing, and in terms of method and nature, it employed a meta-synthesis and interview text analysis in the qualitative phase and a descriptive-survey method in the quantitative phase. The statistical population in the qualitative phase and meta-synthesis stage included all theoretical foundations and relevant literature from domestic and international databases, which were analyzed using systematic elimination based on the PRISMA model and purposive non-random sampling. In the content analysis stage, the population consisted of theoretical and practical experts, of whom 15 experts were selected through purposive non-random sampling as participants. The statistical population in the quantitative phase consisted of lower secondary school students in Tehran. A total of 272 students were selected using multistage cluster random sampling based on the sample size calculation for structural equation modeling. The data collection instruments included a systematic literature review in the meta-synthesis stage, semi-structured interviews during content analysis, and two researcher-made questionnaires in the quantitative phase—one derived from the identified indicators to assess internal validity of the model, and another based on the model components to assess external validity. In the qualitative phase, the validity of the meta-synthesis was evaluated using the PRISMA checklist and its reliability through Cohen’s Kappa coefficient. For the Delphi and content analysis stages, validity was ensured through alignment with previous studies, expert evaluation, and participant feedback, while reliability was ensured via accurate documentation of the research process and inter- and intra-researcher consistency. In the quantitative phase, content and construct validity were examined, and reliability was confirmed using Cronbach’s alpha and composite reliability coefficients. The findings from both the qualitative and quantitative phases confirmed that the instruments used were valid and reliable. Data analysis in the qualitative phase was conducted through thematic analysis (basic, organizing, and global themes) using Maxqda-V2018 software. In the quantitative phase, descriptive and inferential statistics were applied using SPSS-V23 and Smart PLS-V3.

Findings: The findings of the study revealed that strategies for identity enhancement include skill development and provision of support. Based on the identified dimensions, components, and indicators, a model of identity enhancement strategies for lower secondary students was developed. Subsequently, the model’s internal and external validity was assessed, and the findings indicated that the designed model possessed appropriate validity.

Conclusion: The results of this study demonstrate that designing and implementing identity enhancement strategies among lower secondary school students can significantly contribute to increasing self-belief, self-confidence, and a sense of social belonging.