The relationship between identity styles, self-efficacy and metacognition beliefs with educational success in female high-school students

Background and Objective: Different personality aspects including identity styles, self-efficacy, and cognitive abilities can play a certain role in successful learning result in high educational success. We assessed the value of identity styles, self-efficacy and metacognition beliefs for predicting the level of educational success in female high-school students. Methods: In a cross-sectional study, 380 consecutive female high school students were selected using stratified multi-stage random sampling method. Results: There were significant associations of educational success rate with informative identity style (r= 0.219, p< 0.001) and with commitment (0.205, p< 0.001). Direct association was revealed between level of self-efficacy and students' education success (r= 0.274, p< 0.001). Regarding relation between different subscales of metacognition and success in education, only subscale of cognitive self-consciousness was directly associated with education success (r= 0.194, p< 0.001). Conclusion: High levels of informative identity style, commitment, self-efficacy, and cognitive self-consciousness can predict high educational success in students.