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Elaheh Hejazi Mehrnaz Shahraray Masomeh Farsinejad Ali Asgary 《Social Psychology of Education》2009,12(1):123-135
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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Elaheh HejaziEmail: |
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