An Exploration on Relationship between Identity Styles, Self-Esteem and Educational Performance of High School Students in Izeh

The present study aims to explore the relationship between identity styles, self-esteem and educational performance of high school students. Through stratified random sampling method 222 students (147 girls and 75 boys) were selected as the sample size. Berzonsky (1989) Identity Style Inventory and Coopermith (1967) Self-esteem Inventory were used as the research instruments. Finally, the relationship between identity style, self-esteem and educational performance besides their relationship with sex and major was measured. The obtained results indicated that informational, normative, confused/avoidant identity styles hold a meaningful relationship with educational performance. Also, self-esteem was meaningfully associated to educational performance. The commitment identity style and self-esteem were meaningfully related. Moreover, different majors showed a variance with confused/avoidant identity style. Finally, the students’ self-esteem was meaningfully different in different majors. Overall, the findings indicate that the identity style and students’ self-esteem could explain their educational performance.