Identity Styles and Educational Self- Efficacy of Elementary Students

The present research aims at studying the relationship between identity styles and educational self- efficacy. This research is applied in terms of goal and correlational in terms of descriptive method. The statistical community of the research is combined of all elementary students in Isfahan city, district 1 in which 400 people (200 boys and 200 girls) were selected through random sampling method based on Morgan table, and it was an answer to the questionnaires including Berzonsky Identity Styles Inventory (1989) and Murray and Bating self- efficacy (2001). In order to analyze data, we have simultaneously used both Pearson and regression correlational tests. The findings show that there is a positive and significant relationship between the informational and normative identity style and educational self- efficacy, but the relationship between a diffuse identity and educational self- efficacy is mostly negative and significant. The results indicated that the normative identity style and informational identity style can respectively predict 10% and 6% of students’ educational self-efficacy. In addition, the informational identity is able to predict 13% of students’ educational development.

کلیدواژه ها:

Identity Styles ، Educational Self-Efficacy ، Educational Development ، Elementary Students