This research aims to identify the ability to predict academic passion and psychological flourishing by patterns of academic identity and determine the direct and indirect effects of academic identity patterns as an independent variable in psychological flourishing as a dependent variable through academic passion as a mediating variable among female university students through a proposed causal model that explains the nature of the relationships and direct and indirect effects of academic identity on psychological flourishing. A group of 412 female students at the Faculty of Islamic Girls in Assuit, Al-Azhar University participated in the research. The academic identity scale, the academic passion scale, and the psychological flourishing scale were applied to them. The descriptive-analytical approach and the path analysis method were utilized. Results revealed the following: Academic passion and psychological flourishing can be predicted through academic identity patterns. the patterns that most contribute to predicting harmonic passion were (foreclosed, moratorium, and achieved), the patterns that most contribute to predicting obsessive passion were (achieved, moratorium, and foreclosed), and the patterns that most contribute to predicting psychological flourishing were (foreclosed, achieved, and diffused). The proposed model achieved a goodness of fit level with the data of the research participants and there were statistically significant direct negative effects between the patterns of academic identity (foreclosed, moratorium) and harmonious passions, while there were statistically significant positive effects for the achieved identity pattern. in addition, there were direct positive statistically significant effects between the academic identity patterns of (moratorium) and academic passion, while there were statistically significant negative effects for the achieved identity pattern. There were statistically significant direct negative effects between patterns of academic identity (diffused and foreclosed) and psychological flourishing. There were statistically significant direct positive effects for harmonious passion in psychological flourishing and statistically significant direct negative effects for obsessive passion in psychological flourishing. There were statistically significant negative indirect effects for the academic identity patterns (foreclosed and moratorium) and the psychological flourishing variable through (harmonious passion), while there were statistically significant indirect positive effects for the (achieved) identity pattern, and there were statistically significant negative indirect effects of the (moratorium) academic identity patterns and the psychological flourishing variable, through (obsessive passion) for the academic passion variable, while there were statistically significant positive indirect effects for the (achieved) identity pattern.
