Relationship Between Identity Processing Style and Academic Success in Undergraduate Students

Abstract

Using a sample of 2818 first-year college students, 51% of whom were male, and 65% of whom were Caucasian, we related their identity processing styles as determined by the Identity Styles Inventory (ISI, Berzonsky, 1992) to self-perceived academic self-efficacy and academic performance. We conceptualized obstacles to identity development and academic success and discussed proactive interventions within a context of gender and cultural diversity.