Document Type : Research Paper
Authors
1 M.A. in School Counseling, Feizol-Islam Institute of Higher Education, Khomeinishahr, Iran
2 Assistant Professor, Department of psychology, Feizol-Islam Institute of Higher Education, Khomeinishahr, Iran
Abstract
The present study aimed to investigate the mediating role of meaning in life in the relationship between identity styles and academic amotivation among high school students preparing for the university entrance exam. The statistical population consisted of all female candidates taking the entrance exam in Isfahan during the academic year 2024–2025. Based on the structural equation modeling sampling method, a convenience sample of 240 students was selected from this population and responded to the study questionnaires. Data collection instruments included Berzonsky’s Identity Styles Questionnaire, the Academic Motivation Questionnaire, and the Meaning in Life Questionnaire. Following data collection, analyses were conducted using SPSS and AMOS. Findings indicated that the mediating role of meaning in life was confirmed in the relationships between the informational identity style and academic amotivation, the normative identity style and academic amotivation, and the diffuse-avoidant identity style and academic amotivation. Based on these results, it can be inferred that informational, normative, and diffuse-avoidant identity styles indirectly affect academic amotivation through the mediating variable of meaning in life among entrance exam students. Therefore, having a clear and purposeful sense of meaning in life can mitigate the negative consequences of maladaptive identity styles. Consequently, goal orientation may serve as an effective strategy for reducing academic amotivation and promoting mental health in university entrance exam candidates, which educational planners and academic counselors should consider.
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