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

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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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Authors and Affiliations

  1. Faculty of Psychology and Education, University of Tehran, Tehran, Iran

    Elaheh Hejazi

  2. Tarbiat Moallem University, Teacher Training University, Tehran, Iran

    Mehrnaz Shahraray

  3. University of Yazd, Yazd, Iran

    Masomeh Farsinejad

  4. University of Tehran, Tehran, Iran

    Ali Asgary

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  1. Elaheh Hejazi
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  2. Mehrnaz Shahraray
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  3. Masomeh Farsinejad
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  4. Ali Asgary
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Correspondence to Elaheh Hejazi.

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Hejazi, E., Shahraray, M., Farsinejad, M. et al. Identity styles and academic achievement: mediating role of academic self-efficacy. Soc Psychol Educ 12, 123–135 (2009). https://doi.org/10.1007/s11218-008-9067-x

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  • DOI: https://doi.org/10.1007/s11218-008-9067-x

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