Examine the Relationship between Self-Identity Development and Academic Achievement in English Language Learning

This study examines the relationship between self-identity development and academic achievement in English language learning among secondary school students. The research focuses on how students' perceptions of their identities influence their performance in English language acquisition. A quantitative approach was employed, involving a survey of 400 students from various educational backgrounds. The Self-Identity Instrument (IJD) was utilized to assess students' self-identity levels, encompassing personal, social, and academic dimensions. Findings indicate a significant correlation between self-identity and academic achievement, revealing that students with a strong sense of self-identity tend to perform better academically in English language learning. The results suggest that positive self-identity fosters motivation and engagement in learning, contributing to higher academic success.