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2017 | 61 | 2 | 186-191
Article title

Predicting of Academic Performance by Identity Styles and Self-efficacy Beliefs (Personal and Collective) in Iranian High School Students

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EN
Abstracts
EN
The aim of this study was to investigate on relationship between identity styles and self-efficacy beliefs (personal and collective) with academic performance in Iranian high school students in Isfahan. Identity is one of important variables in education and career of students, and academic performance must be attention more in student’s career. Subjects were selected from the high school students of the Isfahan city in Iran. They were 274 high school students that selected from male students by cluster sampling. In this study, Berzonsky’s identity styles inventory (1989), Bandura’s personal self-efficacy beliefs (1997) and Kim and Park collective self-efficacy beliefs Questionnaire (1999) were used. Pearson correlation and Regression analysis were used for analysis of data. The results of Pearson correlation analysis showed that there were a significant direct relationship between informative identity style, normative identity style, personal and collective self-efficacy beliefs with academic performance and identity commitment (p<./01). From component of identity styles and self-efficacy beliefs, identity commitment, personal self-efficacy and normative identity style could to predict of academic performance. It seems important to attention to identity and academic performance in student’s career.
Year
Volume
61
Issue
2
Pages
186-191
Physical description
Contributors
  • Faculty of Psychology and Educational Sciences, University of Coimbra, Coimbra, Portugal
  • Islamic Azad University, Arak Branch, Iran
References
  • [1] Bandura, A. (1984). Recycling misconceptions of perceived self-efficacy. Cognitive Therapy and Research, 8, 231-255.
  • [2] Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
  • [3] Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
  • [4] Berzonsky, M. D. (1990). Self-construction over the life span: A process perspective on identity formation. In Neimeyer, G. J., & Neimeyer, R. A. (Eds.), Advances in personal construct psychology (pp. 155-186). Greenwich: J.A.I. Press Inc.
  • [5] Berzonsky, M. D. (1992). Identity style and coping strategies. Journal of Personality, 60, 71-778.
  • [6] Britner, S. L., & Pajares, F. (2006). Sources of science self-efficacy beliefs of middle school students. Journal of Research in Science Teaching, 43(5), 485-499.
  • [7] Caprara, G. V., Barbaranelli, C., Pastorelli, C., & Cervone, D. (2004). The contribution of self-referent beliefs to personality development. Perceived self-efficacy and Big Five constructs as predictors of psychosocial outcomes. Personality and Individual differences, 37, 751-763.
  • [8] Erikson, E. H. (1968). Identity: Youth and crisis. New York: Norton.
  • [9] Erikson, E. H. (1963). Youth: Fidelity and diversity. In Erikson, E. H. (Ed.), Youth: change and challenge (pp. 1–23). New York & London: Basic Books, Inc., Publishers.
  • [10] Kim, A; Park, I. (2000). Hierarchical Structure of Self-Efficacy in Terms of Generality Levels and Its Relations to Academic Performance: General, Academic, Domain-Specific, and Subject-Specific Self-Efficacy. Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 24-28, 2000).
  • [11] Marcia, J. E. (1994). Ego identity and object relations. In J. M. Masling & R. F. Bornstein (Eds.), Empirical perspectives on object relations theory (pp. 59-103). Washington, DC: American Psychological Association.
  • [12] Multon, K. D., Brown, S. D., & Lent, R. W. (1991). Relation of self-efficacy beliefs to academic outcomes: A meta-analytic investigation. Journal of Counseling Psychology, 38(1), 30-38.
  • [13] Pajares, F., Schunk, D. H. (2001). Self-efficacy beliefs and school success: Self-efficacy, self-concept, and school achievement. In: Perception. Ablex Publishing, London, pp. 239-266.
  • [14] Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education: Theory, research, and applications (2nd ed.). Columbus, OH: Merrill-Prentice Hall.
  • [15] Roeser, R. W., Eccles, J. S., & Freedman-Doan, C. (1999). Academic functioning and mental health in adolescence: Patterns, progressions, and routes from childhood. Journal of Adolescent Research, 14, 135-174.
  • [16] Zucker, A. N., Ostrove, J. M., & Stewart, A. J. (2002). College-educated women’s personality development in adulthood: Perceptions and age differences. Psychology and Aging, 17, 236-244.
Document Type
article
Publication order reference
Identifiers
YADDA identifier
bwmeta1.element.psjd-83b45038-ade8-4088-87aa-bf97d53f24ac
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