Developing a Model of Identity Styles and Emotional Intelligence with the Mediating Role of Self-Concept in High-School Girl Students

Document Type: Original Article

Authors

1 M.Sc. Student in Psychology, Islamic Azad University, North Tehran Branch

2 Assistant Professor, Department of Psychology, Islamic Azad University, North Tehran Branch

3 Assistant Professor of Sultan Idris University, Perak, Malaysia

10.22034/iepa.2020.208539.1138

Abstract

The present study aimed to develop a model of identity styles based on emotional intelligence with the mediating role of self-concept. The statistical population of this study was 310 first and second-grade high school girl students of Tehran in the academic year of 2018-2019. Standard questionnaires of Bar-On Emotional Intelligence, Berzonsky Identity Style and Karami Self-concept were used to investigate the main variables of the study that their validity was confirmed by the opinion of supervisors and advisors and reliability was confirmed by investigating Cronbach’s alpha. Structural equation modeling was used with SPSS 22 and AMOS 24 software for analyzing data collected. The results showed that emotional intelligence has a direct and significant relationship with normative identity, informational and commitment styles in high-school girl students. On the other hand, it was found that self-concept in high- school girl students has a positive relationship with commitment and informational identity styles and a negative relationship with diffuse identity style. Finally, regarding the mediating role of variables, the results showed that self-concept mediates the relationship between emotional intelligence and commitment and informational identity styles positively and mediates the relationship between emotional intelligence and diffuse identity style negatively. The results can be used to improve the social and individual status of students, as well as to change the attitude of families and society toward education on how to deal with this vulnerable class.

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