NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ826908
Record Type: Journal
Publication Date: 2009-Mar
Pages: 13
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-1381-2890
Identity Styles and Academic Achievement: Mediating Role of Academic Self-Efficacy
Hejazi, Elaheh; Shahraray, Mehrnaz; Farsinejad, Masomeh; Asgary, Ali
Social Psychology of Education: An International Journal, v12 n1 p123-135 Mar 2009
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.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A