Identity styles and academic achievement: mediating role of academic self-efficacy |
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| Authors: | Elaheh Hejazi Mehrnaz Shahraray Masomeh Farsinejad Ali Asgary |
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| Affiliation: | (1) Faculty of Psychology and Education, University of Tehran, Tehran, Iran;(2) Tarbiat Moallem University, Teacher Training University, Tehran, Iran;(3) University of Yazd, Yazd, Iran;(4) University of Tehran, Tehran, Iran |
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| Abstract: | ![]()
The purpose of this study was to assess the mediating effect of self-efficacy on the relationship between identity styles and academic achievement. Four-hundred high school students (200 male, 200 female) who were selected through cluster random sampling, completed the Revised Identity Styles Inventory (ISI, 6G) and Morgan-Jink Student Efficacy Scales (MJSES). Path analysis was used to analyze the data. In general, the results indicated that informational identity style had a positive direct impact on academic achievement, while diffuse/avoidance identity style had a negative effect on academic achievement. Data also suggested that informational and normative identity style had a positive influence on academic achievement through the mediation of academic self-efficacy. |
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| Keywords: | Identity styles “ Informational, Normative, Diffuse/Avoidance” Academic self-efficacy Academic achievement |
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