The mediating role of academic self-efficacy in the relationship between identity styles and perceived social support with academic commitment
Subject Areas : Psychology
mitra
mashallahi
1
(Department of Educational Psychology, Faculty of Psychology and Educational Sciences, University of Shiraz, Shiraz, Iran.)
Mahboubeh
Fouladchang
2
(Department of Educational Psychology, Faculty of Psychology and Educational Sciences, University of Shiraz, Shiraz, Iran.)
Keywords: academic commitment, identity styles, perceived social support, academic self-efficacy,
Abstract :
The aim of this study was to investigate the mediating role of academic self-efficacy in the relationship between identity styles and perceived social support with academic commitment. The research method was a descriptive correlational study using path analysis. The statistical population of this research included undergraduate students of Tabriz university during the academic year of 2021-2022. For this purpose, 300 students were selected using available sampling method. Data were collected using academic commitment scale (Human-Vogel and Rabe, 2015), berzonsky identity style inventory(Berzonsky,1992), perceived social support scale (Zimet et al.,1988) Academic self-efficacy Questionnaire (Owen and froman, 1988). The results showed that the research model fit well with the data collected. The results indicated that informative and normative identity styles can directly predict higher academic commitment and academic self-efficacy while Diffuse-avoidant style can directly and negatively predict academic commitment and academic self-efficacy Findings also showed that academic self-efficacy and perceived social support from family, friends and Significant others can directly and positively predict academic commitment. Besides, the research hypothesis regarding the mediating role of academic self-efficacy in the relationship between identity styles and perceived social support with academic commitment was confirmed. Overall, the findings suggest that identity styles and perceived social support play an important role in predicting academic commitment
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