Parenting Styles, Identity Styles and Academic Adjustment as Predictors of Academic Self-Efficacy Among Hashemite University Students

Abstract

The purpose of this study was to investigate the contribution of parenting style, identity styles and academic adjustment in academic self-efficacy of Hashemite University students. The researchers randomly sampled 140 students enrolled in two courses: psychology and family violence which include all Humanitarian and Scientific faculties in Hashemite University; most of the students who participated in the study were in their first and second year of college. Both the independent and dependent variables were measured with relevant standardized instruments. The results showed that some of the independent variables both jointly and relatively contributed significantly to the prediction of academic self-efficacy of Hashemite university students. Regression analysis was used to analyze the data. Based on regression analysis, authoritative parenting style, informational identity style, commitment identity style and academic adjustment were significant predictors of academic self-efficacy.