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
Article

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.

Keywords

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

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. Bandura A. (1977) Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review 84: 191–215 doi:10.1037/0033-295X.84.2.191.CrossRefGoogle Scholar
  2. Bandura A. (1986) Social foundation of thought and action: A social cognitive theory. Prentice-Hall, Englewood Cliffs, NJGoogle Scholar
  3. Bandura A. (1991) Social cognitive theory of self-regulation. Organizational Behavior and Human Decision Processes 50: 248–287 doi:10.1016/0749-5978(91)90022-L.CrossRefGoogle Scholar
  4. Bandura A. (1994) Self-efficacy. In: Ramachaudran V.S.(eds) Encyclopedia of human behavior (Vol 4). Academic Press, New York, pp 71–81Google Scholar
  5. Bandura A. (1997) Self-efficacy: The exercise of control. W. H. Freeman, New YorkGoogle Scholar
  6. Berzonsky M.D. (1988) Self-theorists, identity status, and social cognition. In: Lapsley D.K., Pawer F.C.(eds) Self, ego and identity: Integrative approaches. Springer-Verlag, New YorkGoogle Scholar
  7. Berzonsky M.D. (1989a) Identity style: Conceptualization and measurement. Journal of Adolescent Research 4: 264–281CrossRefGoogle Scholar
  8. Berzonsky M.D. (1989b) The self as theorist: Individual differences in identity formation. International Journal of Personal Construct Psychology 2: 363–376Google Scholar
  9. Berzonsky M.D. (1990) Self-construction over the life span: A process perspective on identity formation. In: Niemeyer G. J., Niemeyer R.A.(eds) Advances in personal construct psychology (Vol 1). JAL, Greenwich, pp 155–186Google Scholar
  10. Berzonsky M.D. (1993) A constructivist view of identity development: People as post-positivist self theorists. In: Kroger J.(eds) Discussion on ego identity.. Lawrence Erlbaum Associates, Hillsdale, NJGoogle Scholar
  11. Berzonsky M.D. (1994a) Individual differences in self-construction: The role of constructivist epistemological assumptions. Journal of Constructivist Psychology 7: 263–281CrossRefGoogle Scholar
  12. Berzonsky M.D. (1994b) Self-identity: The relationship between process and content. Journal of Research in Personality 28: 453–460 doi:10.1006/jrpe.1994.1032.CrossRefGoogle Scholar
  13. Berzonsky M.D. (2003) Identity style and well-being: Does commitment matter?. Identity: An International Journal of Theory and Research 3(2): 131–142Google Scholar
  14. Berzonsky M.D. (2004a) Identity processing style, self-construction, and personal epistemic assumptions: A social- cognitive perspective. European Journal of Developmental Psychology 1(4): 303–315 doi:10.1080/17405620444000120.CrossRefGoogle Scholar
  15. Berzonsky M.D. (2004b) Identity style, parental authority, and identity commitment. Journal of Youth and Adolescence 33(3): 213–220 doi:10.1023/B:JOYO.0000025320.89778.29.CrossRefGoogle Scholar
  16. Berzonsky M.D. (2005) Ego identity: A personal standpoint in a postmodern word. Identity: An International Journal of Theory and Research 5(2): 125–136Google Scholar
  17. Berzonsky M.D. (2008) Identity formation: The role of identity processing style and cognitive processes. Personality and Individual Differences 44: 643–653 doi:10.1016/j.paid.2007.09.024.CrossRefGoogle Scholar
  18. Berzonsky M.D., Kuk L.S. (2000) Identity status, identity processing style, and the transition to university. Journal of Adolescent Research 15(1): 81–98 doi:10.1177/0743558400151005.CrossRefGoogle Scholar
  19. Berzonsky M.D., Kuk L.S. (2005) Identity style, psychosocial maturity, and academic performance. Personality and Individual Differences 30(1): 235–247 doi:10.1016/j.paid.2005.01.010.CrossRefGoogle Scholar
  20. Berzonsky M.D., Sullivan C. (1992) Social-cognitive aspects of identity style: Need for cognition, experiential openness, and introspection. Journal of Adolescent Research 7: 140–155 doi:10.1177/074355489272002.CrossRefGoogle Scholar
  21. Boyed V.S., hunt P.F., Kandell J.J., Lucas M.S. (2003) Relationship between Identity processing style and academic success in undergraduate students. Journal of College Student Development 44: 155–167 doi:10.1353/csd.2003.0012.CrossRefGoogle Scholar
  22. Carway K., Tucker C.M., Reinke W.M., Hall C. (2003) Self-efficacy, goal orientation, and fear of failure as predictors Of school engagement in high school students. Psychology in the School 40: 417–427CrossRefGoogle Scholar
  23. Chatman C.M., Eccles J.S., Malanchuk O. (2005) Identity negotiation in everyday settings. In: Downey G., Eccles J.S., Chatman C.M.(eds) Navigation the future, social identity, coping, and life tasks. Russell Sage Foundation, New YorkGoogle Scholar
  24. Connell, J. P. (1990). Context, self, and action: A motivational analysis of self-system process across the life Span. The self in transition: Infancy to childhood. Chicago: University of Chicago Press.Google Scholar
  25. Dollinger S.M. (1995) Identity style and the five-factor model of personality. Journal of Research in Personality 29: 475–479 doi:10.1006/jrpe.1995.1028.CrossRefGoogle Scholar
  26. Eccles J.S., Lord S., Midgley C. (1991) What are we doing to early adolescents? The impact of educational contexts on early adolescents. American Journal of Education 99: 521–542 doi:10.1086/443996.CrossRefGoogle Scholar
  27. Epstein S. (1980) The self-concept: A review and the proposal of and integrated theory of personality. In: Staub E.(eds) Personality: Basic aspects and content research. Prentice-Hall, Englewood Cliffs NJGoogle Scholar
  28. Erikson E. (1968) Identity: Youth and crisis. Norton, New YorkGoogle Scholar
  29. Farsinejad, M. (2004). The relationship between identity styles, academic self-efficacy, and social well-being. Master Dissertation, University of Tehran (in Farsi).Google Scholar
  30. Flores-Crespo P. (2007) Ethnicity, identity and educational achievement in Mexico. International Journal of Educational Development 27: 331–339 doi:10.1016/j.ijedudev.2006.10.011.CrossRefGoogle Scholar
  31. Jakubowski T.G., Dembo M.H. (2004) The influence of self-efficacy, identity style and stage of change on academic self-regulation. Journal of College Reading and Learning 35: 5–19Google Scholar
  32. Judd C.M., Kenny D.A. (1981) Process analysis: Estimating mediation in evaluation research. Evaluation Research 5: 602–619CrossRefGoogle Scholar
  33. Kirsch I. (1985) Self-efficacy and expectancy: Old wine with new labels. Journal of Personality and Social Psychology 49: 824–830 doi:10.1037/0022-3514.49.3.824.CrossRefGoogle Scholar
  34. Lane J., Lane A.M. (2001) Self-efficacy and academic performance. Social Behavior and Personality 29: 687–694 doi:10.2224/sbp.2001.29.7.687.CrossRefGoogle Scholar
  35. Lane J., Lane A.M., Kyprianou A. (2004) Self-efficacy, self-esteem and their impact on academic perform. Social Behavior and Personality 32: 247–256 doi:10.2224/sbp.2004.32.3.247.CrossRefGoogle Scholar
  36. Linnenbrink E.A., Pintrich P.R. (2003) The role of self-efficacy beliefs in student engagement and learning in the classroom. Reading & Writing Quarterly 19: 119–137 doi:10.1080/10573560308223.CrossRefGoogle Scholar
  37. Maddux J.E., Gosselin J.T. (2003) Self-efficacy. In: Leary M.R., Tangney J.P.(eds) Handbook of self and identity. Guilford, New YorkGoogle Scholar
  38. Morgan, V., & Jink, J. (1999). A child’s perceived academic self-efficacy. An inventory scale. http://static.highbeam.co.
  39. Newby-Fraser E., Schlebusch L. (1998) Relation of self-efficacy and assertiveness as mediators of student stress. Journal of Human Behavior 34: 61–69Google Scholar
  40. Nurmi J.E., Berzonsky M.D., Tammi K., Kinney A. (1997) Identity processing orientation, cognitive and behavioral strategies and well-being. International Journal of Development 21: 555–570Google Scholar
  41. Pajares F. (1996) Self-efficacy beliefs in academic settings. Review of Educational Research 66: 543–578Google Scholar
  42. Soenens B., Duriez B., Gossens L. (2005a) Social-psychological profiles of identity styles: Attitudinal and social-cognitive correlates in late adolescence. Journal of Adolescence 28: 107–125 doi:10.1016/j.adolescence.2004.07.001.CrossRefGoogle Scholar
  43. Soenens B., Berzonsky M.D., Vansteenkiste M., Beyers W., Goossens L. (2005b) Identity styles and causality orientations: In search for the motivational underpinnings of the identity exploration process. European Journal of Personality 19: 427–442 doi:10.1002/per.551.CrossRefGoogle Scholar
  44. White J.M., Wampler R.S., Winn K.I. (1998) The identity style inventory: A revision with a sixth-grade reading level. Journal of Adolescent Research 13(2): 223–245 doi:10.1177/0743554898132007.CrossRefGoogle Scholar
  45. Wolters C.A., Pintrich P.R. (1998) Contextual differences in student motivation and self-regulated learning in Mathematics, English and Social classrooms. Instructional Science 26: 27–47 doi:10.1023/A:1003035929216.CrossRefGoogle Scholar

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

Personalised recommendations