ACADEMIC SELF-REGULATION OF ADOLESCENTS WITH CANCER AND ITS RELATIONSHIP WITH IDENTITY STYLES IN 2015-2016 SCHOOL YEAR

Mohammadi, M.M and Poursaberi, R (2017) ACADEMIC SELF-REGULATION OF ADOLESCENTS WITH CANCER AND ITS RELATIONSHIP WITH IDENTITY STYLES IN 2015-2016 SCHOOL YEAR. The J Urmia Nurs Midwifery Fac, 14 (12). pp. 982-989.

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Abstract

Understanding the identity styles of adolescents with cancer can predict the progress in their academic self-regulation. The present study was performed to determine the relationship between identity styles and academic self-regulation in adolescents of Kermanshah city in school year 2015-2016. Materials & Methods: The present cross-sectional study was conducted on 269 adolescents with cancer that were covered by the Mahak institute in school year 2015-2016. Data sampling method was simple random sampling method. The main tool for data collection contains Berzonsky Identity Style questionnaire and Ryan & Connell questionnaire. Data analysis was performed by using SPSS version 22, descriptive statistics (mean and standard deviation), and inferential statistics (Pearson correlation coefficient and regression test). Results: Significant positive relationships were found between academic self-regulation and informational identity style (r= 0.397 and p=0.0001), normative identity style and academic selfregulation (r= 0.309 and p= 0.0001), identity commitment and academic self-regulation (r= 0.287, p=0.0001). However, there was a significant negative correlation between confusion / avoidance and academic self-regulation (r= -0.189 and p=0.002). The informational identity style and confusion/ avoidance style predicted academic self-regulation significantly (regression coefficient 0.259 and - 0.147). Conclusion: The results showed that among identity styles, informational style and avoidant identity style had a greater share in anticipation of self-regulation. Therefore, according to the findings of the present study, special workshops for parents and teachers and young people in secondary schools should be held to help identify processes (especially education and informational identity style)

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