The Relationship between Normative Identity Style and Differentiation of Self and Psychological Well-Being of the Students

Amanallah Soltani Amanallah Soltani,Parvin Ghader Parvin Ghader

doi:10.25215/0403.030

Abstract

This study aims to investigate the relationship between normative identity style and differentiation of self and psychological well-being of students in the Valiasr University of Rafsanjan in 2015. The research method is descriptive and correlational. Statistical population consisted of all 1900 students in dormitories of Valiasr University of Rafsanjan of whom 320 students from eight dormitories were selected as the sample using the stage random sampling and based on Morgan’s table. Skowron and Friedlander’s Differentiation of Self Inventory- Revised (DSI-R), Ryff’s Psychological Well-being Scale, and Berzonsky’s Identity Style Inventory (ISI) were used. For data analysis, Pearson correlation and regression methods were used. Based on the research findings, the Pearson correlation coefficient between normative identity style and differentiation of self and psychological well-being is significant. Value of the Sig that is less than 0.05 and equal to 0.018 between variable of normative identity style and differentiation of self shows a significant correlation between these two variables. Moreover, Value of the Sig that is less than 0.05 and equal to 0.000 between variable of normative identity style and psychological well-being shows a significant correlation between these two variables. Results revealed that there was a significant relationship between normative identity style and differentiation of self. Furthermore, there was a significant relationship between normative identity style and psychological wellbeing.

Highlights

January 8, 1902 Oak Park, Illinois, U.S February 4, 1987 San Diego, California, U.S American Client-centered therapy, Studentcentered learning, Rogerian argument Phenomenal field, Theoretical works
Rogers attempted to change the world of psychotherapy when he boldly claimed that psychoanalytic, experimental, and behavioral therapists were preventing their clients from ever reaching self-realization and self-growth due to their authoritive analysis
In 1940 Rogers became professor of psychology at Ohio State University where he stayed until 1945. He transferred to the University of Chicago in 1945 where he served as the professor of psychology and the executive secretary at the Counseling Center

Summary

Introduction

January 8, 1902 Oak Park, Illinois, U.S February 4, 1987 San Diego, California, U.S American Client-centered therapy, Studentcentered learning, Rogerian argument Phenomenal field, Theoretical works. Carl Ransom Rogers was an American psychologist and among the founders of the humanistic approach in psychology. Throughout his career he dedicated himself to humanistic psychology and is well known for his theory of personality development.

Results

Conclusion