Introduction and Goal: Academic performance plays an important role in educational and career success. Therefore, this research was conducted with the aim of predicting academic performance based on addiction to virtual social networks and identity styles in students.
Research Methodology: The research was descriptive-cross-sectional and correlational. The statistical population included all the students of the first secondary level of Galleh Dar region from Mehr city (Fars province) with the number of 2016 people in 2023. 200 people were selected with the available sampling method and according to the formula for determining the sample size of the plant. Collecting data with academic performance questionnaire (Pham and Taylor, 1999), addiction to virtual social networks (Sadeghzadeh et al., 2017) and identity style questionnaire (Berzonsky et al. , 2013) was done. Data analysis was done with descriptive statistics, Pearson correlation test and multivariate regression with SPSS-v26 statistical software.
Findings: The findings showed that between virtual social network addiction (r=-0.438 and P<0.022) and avoidant identity style (r=-0.392 and P<0.012) with students' academic performance. The correlation was inverse and significant. Also, the correlation between normative identity style (r=0.332 and P<0.028), informative (r=0.472 and P<0.017) and committed (r=0.445 and P<0.016) According to the academic performance of the students, it was positive and significant. Regression analysis using the simultaneous entry method also showed that the predictor variables together explained 29% of the variance of students' academic performance scores.
Conclusion: According to the results, it is necessary to identify the effective factors in students' educational processes in order to improve the educational functions in the agenda of planners and researchers.