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Volume 1, Issue 1 (5-2015)                   IJCA 2015, 1(1): 31-35 | Back to browse issues page

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Salehi J, Foomani G, Ghamari F. The relationship between identity styles, self-efficacy and metacognition beliefs with educational success in female high-school students. IJCA 2015; 1 (1) :31-35
URL: http://ijca.iums.ac.ir/article-1-27-en.html
Abstract:   (2760 Views)

Background and Objective: Different personality aspects including identity styles, self-efficacy, and cognitive abilities can play a certain role in successful learning result in high educational success. We assessed the value of identity styles, self-efficacy and metacognition beliefs for predicting the level of educational success in female high-school students.

Methods: In a cross-sectional study, 380 consecutive female high school students were selected using stratified multi-stage random sampling method.

Results: There were significant associations of educational success rate with informative identity style (r= 0.219, p< 0.001) and with commitment (0.205, p< 0.001). Direct association was revealed between level of self-efficacy and students' education success (r= 0.274, p< 0.001). Regarding relation between different subscales of metacognition and success in education, only subscale of cognitive self-consciousness was directly associated with education success (r= 0.194, p< 0.001).

Conclusion: High levels of informative identity style, commitment, self-efficacy, and cognitive self-consciousness can predict high educational success in students.

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Type of Study: Original Research |

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