Abstract
<p>The current study examined the relationship between university students’ academic identity and their perceptions of their parents’ parenting styles among a sample of Omani students. Marcia’s (1993) academic identity statuses are adapted. These are moratorium, foreclosed, diffuse, and achievement. Parenting styles included authoritative, authoritarian, and permissive. The participants were 192 undergraduate students from Oman. The participants responded to Arabic versions of the Academic Identity Status (Was &amp; Isaacson, 2008) and the Parenting Authority Questionnaire (Buri, 1991). Both questionnaires showed reasonable evidence of validity and reliability. The findings show that parenting styles varied in their relationship with the four statuses of students’ academic identity. Using the three parenting styles as predictors in the regression models, the lowest percentage of explained variance among identity dimensions was found for moratorium, while the highest explained variance was found for diffusion. Implications and future research are discussed and presented by the end of the paper.</p>
Highlights
Cumulative research shows the important effect of academic identity on students’ academic behaviors which undoubtedly influence their academic achievement (Was, Al-Harthy, Stack-Oden, & Isaacson, 2009; Berzonsky, 1989; Lange & Byrd, 2002)
The current study examines the predictive role of three parenting styles—as conceptualized by Baumrind (1991)—on predicting undergraduate students’ academic identity; a concept developed by Marcia (1966, 1980, 1993)
The current study aimed to examine Omani students’ academic identity statuses and their relationship with parenting styles
Summary
Cumulative research shows the important effect of academic identity on students’ academic behaviors (e.g., selection of learning strategies) which undoubtedly influence their academic achievement (Was, Al-Harthy, Stack-Oden, & Isaacson, 2009; Berzonsky, 1989; Lange & Byrd, 2002). The current study examines the predictive role of three parenting styles—as conceptualized by Baumrind (1991)—on predicting undergraduate students’ academic identity; a concept developed by Marcia (1966, 1980, 1993). Erikson (1963, 1968, 1980) proposed a psychosocial theory of development in which adolescence is described as a time of identity crisis. In this theory, crisis is defined as a psychological challenge that presents opportunities for development. According to Blasi and Glodis (1995) many of these investigations failed to target the core aspects of the concept of identity. Investigating the concept of identity more fully is not within the scope of the current research
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