Background: Academic performance is associated with an individual’s psychological state. Objectives: The purpose of this study was to investigate the mediating role of identity styles in the relationship between procrastination and academic performance in high school boy students.
Materials and Methods: This correlational research using a structural equation modeling was conducted on 330 9th grade high school boy students from 10 high schools in Qaemshahr, Iran in winter 2019selected by convenience sampling. Data collection tools included the Academic Performance Questionnaire, the Identity Style Inventory, and Procrastination Assessment Scale-Students. In the present study, the structural equation modeling was utilized to analyze the collected data using SPSS V. 18 and Amos V. 23 software.
Results: The results showed a significant relationship between procrastination and identity styles, and academic performance (P≤0.01). Also, the research model was fit and showed that 0.57 of the dispersion of the academic performance was influenced by procrastination and identity styles. Besides, identity styles had a mediator role in the relationship between procrastination and academic performance.
Conclusion: The present research indicated the importance of identity styles and procrastination in explaining academic performance. Therefore, identifying students’ identity styles and improving their status in educational settings can reduce academic procrastination leading to better academic performance.