Social Psychology of Education

, Volume 12, Issue 1, pp 123–135

Identity styles and academic achievement: mediating role of academic self-efficacy

  • Elaheh Hejazi
  • Mehrnaz Shahraray
  • Masomeh Farsinejad
  • Ali Asgary

DOI: 10.1007/s11218-008-9067-x

Cite this article as:
Hejazi, E., Shahraray, M., Farsinejad, M. et al. Soc Psychol Educ (2009) 12: 123. doi:10.1007/s11218-008-9067-x


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.


Identity styles “Informational, Normative, Diffuse/Avoidance”Academic self-efficacyAcademic achievement

Copyright information

© Springer Science+Business Media B.V. 2008

Authors and Affiliations

  • Elaheh Hejazi
    • 1
  • Mehrnaz Shahraray
    • 2
  • Masomeh Farsinejad
    • 3
  • Ali Asgary
    • 4
  1. 1.Faculty of Psychology and EducationUniversity of TehranTehranIran
  2. 2.Tarbiat Moallem University, Teacher Training UniversityTehranIran
  3. 3.University of YazdYazdIran
  4. 4.University of TehranTehranIran