Identity processing styles and academic achievement: focus on academic motivation as a moderator among technical and vocational education and training (TVET) students in Kenya

Previous research has shown that identity processing styles, ie how individuals approach decision making and problem solving, can predict academic achievement. Thus, the present study examined the relationship between identity processing styles and academic achievement, with focus on the potential moderating role of academic motivation. By using a cross-sectional survey and online questionnaire, data was collected from 450 automotive engineering students (aged 12–45; 92.2% male) across 15 public Technical and Vocational Education and Training institutions in the Nyanza region of Kenya. Based on the findings, the informational identity processing style showed a strong positive relationship with academic achievement (r = 0.59, p < 0.001), followed by the normative (r = 0.55, p < 0.001) and diffuse-avoidant identity processing styles (r = 0.27, p < 0.001). Regarding the interaction effect, it was not significant, indicating that the relationship between identity processing styles and academic achievement does not depend on academic motivation.