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

被引：0
|
作者：
Hejazi E. [1 ,4 ]
Shahraray M. [2 ]
Farsinejad M. [3 ]
Asgary A. [4 ]
机构：
[1] Faculty of Psychology and Education, University of Tehran, Tehran
[2] Tarbiat Moallem University, Teacher Training University, Tehran
[3] University of Yazd, Yazd
[4] University of Tehran, Tehran
来源：
Social Psychology of Education | 2009年 / 12卷 / 1期
关键词：
Academic achievement; Academic self-efficacy; Identity styles "Informational; Normative; Diffuse/Avoidance;
D O I：
10.1007/s11218-008-9067-x
中图分类号：
学科分类号：
摘要：
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. © 2008 Springer Science+Business Media B.V.
引用
收藏
页码：123 / 135
页数：12
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