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  3. The relationship between identity styles and social health with the mediating role of tendency to critical thinking in students

The relationship between identity styles and social health with the mediating role of tendency to critical thinking in students

Number of pages: 189 File Format: word File Code: 29972
Year: 2014 University Degree: Master's degree Category: Educational Sciences
Tags/Keywords: Identity styles - Social health - Tendency to critical thinking
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  • Summary of The relationship between identity styles and social health with the mediating role of tendency to critical thinking in students

    Dissertation

    To obtain a master's degree

    Educational psychology field

    Abstract

    Critical thinking is a purposeful, self-directed, logical, argumentative, responsible, knowledge-based thinking that is a platform for evaluation, interpretation, analysis and explanation; It provides evidence, documents, frameworks for judgment to make the right decision. The aim of the current research is to identify the mediating role of critical thinking tendency between identity styles and social health. In this regard, a model was presented in which identity styles were considered as an exogenous (independent) variable, critical thinking as a mediating variable, and social health as an endogenous (dependent) variable. The participants of this research were 350 students of Khwarazmi University in Tehran who were evaluated by Ricketts Critical Thinking Questionnaire, Identity Styles Questionnaire (ISI 6G) and Keynes Social Health Questionnaire. Hierarchical regression method was used to investigate the direct and indirect effects of identity processing styles on social health, and SPSS software was used for analysis.  To determine the reliability of the questionnaires, ordinal theta was used and factor analysis was used to verify the validity of the scales.  The results showed that informational and normative identity style had a direct and positive relationship with each of the components of social health, and this ratio was higher in people with informational identity style, while the relationship of confused/avoidant identity style with each of the research variables was negative. Regarding the role of tendency towards critical thinking, in people who use informational identity method in dealing with issues, they are able to predict the components of social health directly and indirectly (through the mediation of critical thinking). In general, the results of the findings showed that people with an informational identity have more social health than those who use the other two styles, and people with a confused/avoidant identity style had a lower social health score than the other two styles due to the low level of thinking and evaluating information. According to these results, it is suggested that critical thinking training, considering the diversity of cultural and scientific achievements, skills training and the application of critical thinking, should be an integral part of educational and educational programs and should be given more attention.

    Key words: identity styles, tendency towards critical thinking, social health

    Introduction

    One of the important topics in adolescence is the formation of identity [1]. Achieving a coherent identity is a prerequisite for the optimal development of a person throughout his life, and not reaching such an identity can be the cause of many psychological-social damages. Identity shows the foundation of personality in adulthood. If its foundation is strong, a strong personal identity will be achieved, otherwise, the result is what Erikson calls lost identity. He considers the formation of identity necessary to prepare the teenager as a person ready to do the task in adulthood (Barak[2], translated by Seyed Mohammadi, 2012). Failure to achieve identity leads to lack of intimacy or distancing. Distancing refers to the readiness to stay away from people and situations that may violate one's identity. Therefore, the successful resolution of identity issues is not only important for a person's health, but also important for relationships (Schwartz [3], 2001).

    One of these researchers is Erikson[4]. The concept of identity was first proposed by the school of psychoanalysis and by Erikson (1965). Erikson was the first person to provide a framework for understanding the process of identity formation. Erikson calls the formation of individual identity as signs of compatibility and balance in this period. If the adolescent's identity is formed over time and experiences resulting from social interaction, the adolescent's mental health is guaranteed (Erikson, 1968).

    Marcia [5] (1966) also based on Erikson's theory in this regard, has presented identity bases according to the two dimensions of exploration and commitment in adolescents. Based on Erikson's theory, he proposes 2 basic concepts of "acquisition and commitment" for the development of identity and proposes four states of identity which are: 1- successful identity [6] 2- confused identity [7] 3- late identity [8] 4- early identity [9].

         Although Marcia broadened the concept of identity, being limited and static was a criticism raised to the status of identity bases because it limits the basis of the growth or transformation of identity, which is the understanding of psycho-social dynamic processes. Therefore, instead of examining the consequences of identity formation and identity bases, new theorists have investigated the underlying processes of identity formation, including Berzonsky[10]. Based on cognitive-social processes, Berzonski (1990) discussed Marcia's identity situations in how to form, maintain and match identity in teenagers and for the first time mentioned identity style and introduced three styles, 1- informational style [11] 2- normative style [12] 3- confused/avoidant style [13] (Berzenski and Ferrari[14], 1996).

    Results The work of these researchers and other researchers in this field has shown that if a person reaches his identity on the right basis, it can also be used in various personal fields such as education, work, marriage, choosing friends, and so on. In social fields, including social relations, facing different values ??and opinions, social health [15], etc., its influence is undeniable because it is based on identity that a person knows what position to take and what decision to make in any situation. On the other hand, many ways have been presented to achieve a successful identity, and one of the most effective ways to achieve a successful and established identity is the use of thinking, especially the tendency to think critically[16]. In short, as mentioned, among the factors that affect the formation of identity and are brought up in the behavioral outputs of the individual, in relation to others, is the variable of social health. On the other hand, one of the factors that can affect the intensity of this relationship is the tendency to think critically.  Of course, the intensity of this relationship will be different depending on the role of this variable as a mediator or moderator. In general, the main goal of this research is to investigate the role of critical thinking in relation to identity styles and social health. 1-2. Statement of the problem

    Some psychologists believe that a person finds a psychological rebirth during adolescence, and at the same time, it is the most critical time for adaptation and personality formation. Because a person faces a series of sudden changes, his beliefs and expectations are changed, he leaves behind the familiar world of childhood and finds himself facing a new and complex world. Acquiring identity is the adolescent's response to self-understanding, which, while having things in common with others, distinguishes and separates from them. With the formation of identity, a person's life finds a meaningful goal (Berzonski, 1992; quoted by Farsinejad et al., 2016).

    Although the peak of identity search is specific to adolescence, but based on new theories in this regard, the achievement of identity usually occurs in the third decade of a person's life. Lotfabadi (2004) explains the reason for the prolongation of adolescence, the complications of life in today's societies, the prolongation of education, and the problems of economic independence, followed by later separation from parents and the formation of an independent life. In many cases, this independence is reached at the age of 20-25. During this period, young people try to achieve more autonomy and independence so that they can accept adult roles, form new friendly and intimate relationships, and consolidate or reorganize their sense of identity (Brooks and DuBois [17], 1995).                                                                                                          

    One of the factors that affects the formation of identity and is raised in the behavioral outputs of the individual in relation to others is the variable of social health[18]. So that it is expected that people who have been successful in achieving identity have positive evaluations in their behaviors and feedback and generally benefit from higher social health. Ganji (2015), considers the formation and growth of identity through relationships and socializing with others and in the heart of the community, and what is most important is mental, mental and social health.

  • Contents & References of The relationship between identity styles and social health with the mediating role of tendency to critical thinking in students

    List:

     

    Table of Contents

    Title:                                                                                                             Page

    Abstract b

    Table of Contents. T

    List of tables C

    List of images and diagrams D

    Chapter 1: Research overview. 9

    1-1. Introduction. 10

    1-2. State the problem. 12

    1-3. Research objectives and hypotheses. 17

    1-4. The importance and necessity of research. 17

    1-5. Theoretical definitions 20

    1-6. Operational definitions. 24

    Chapter Two: Theoretical foundations and research background. 25

    2-1. Introduction. 26

    2-2. health 26

    2-3. Social health. Error! Bookmark not defined.

    2-4. identity 31

    - Ericsson. 32

    -Marcia 35

    -. Berzonsky. 39

    2-5. The relationship between social health and identity styles. 42

    2-6. Critical thinking. 46

    2-7. Critical thinking skills and tendencies. 50

    2-8. The relationship between critical thinking and identity styles. 53

    2-9. Research done inside and outside the country. 53

    2-10. Summary. 63

    Chapter three: research method. 66

    3-1. Introduction. 67

    3-2. Statistical society. 67

    3-3. Statistical sample and sampling method. 67

    3-4. Research type and method. 67

    3-5. Measuring tools 67

    3-6. Reliability of questionnaires 71

    3-7. Information collection method. 73

    3-8. Data analysis method 73

    Chapter four: research findings. 76

    4-1. Introduction. 77

    4-2. Assumption of normality 78

    4-3. Hypothesis of linearity of critical thinking and social health. 78

    4-4. Assumption of linearity of identity styles and social health 81

    4-5. Assumption of linearity of identity styles and critical thinking. 84

    4-6. Examining hypotheses 87

    4-7. Findings of the first research hypothesis. 87

    4-8. Findings of the second research hypothesis. 110

    4-9. Findings of the third research hypothesis. 134

    Chapter five: discussion, conclusion and suggestions 160

    5-1. Introduction. 161

    5-2. The results of the findings of the first hypothesis. 161

    3-5. The results of the findings of the second hypothesis. 165

    5-5. Research limitation. 167

    5-6. Research proposals. 167

     

     

    Resources. 169

    Appendices 177

    Appendix 1. Research questionnaires. 178

    List of tables

    4-2-1- Assumption of normality of variables 77

    4-3-1- Assumption of linearity of critical thinking, creativity, social health. 78

    4-3-2- total creativity score with social health components. 78

    4-3-3- Linear assumption of critical thinking, growth, social health. 79

    4-3-4- Total growth score with social health components. 79

    4-3-5- Linear assumption of critical thinking, commitment, social health. 80

    4-3-6- total score of commitment with social health components. 80

    4-4-1- Assumption of linearity of social health with informational identity style. 81

    4-4-2- The total score between the components of informational identity style and social health. 81

    4-4-3- Assumption of linearity of social health with normative identity style. 81

    4-4-4- total score between the components of normative identity style and social health. 82

    4-4-5- Hypothesis of linearity of social health with confused/avoidant identity style. 83

    4-4-6- total score between confused/avoidant identity style components with social health. 83

    4-5-1-The assumption of linearity of informational identity style with critical thinking. 84

    4-5-2- total score of information identity style with critical thinking. 84

    4-5-3- Assumption of linearity of normative identity style with critical thinking. 85

    4-5-4- total score of normative identity style with critical thinking. 85

    4-5-5- Assumption of linearity of confused/avoidant identity style with critical thinking. 86

    4-5-6- Total score of confused/avoidant identity style with critical thinking. 86

    4-7-1. First calculation: regression coefficients of informational identity style, creativity, social cohesion. 87

    4-7-2. Second calculation: regression coefficients of informational identity style, creativity, social acceptance 89

    4-7-3. Third calculation: regression coefficients of informational identity style, creativity, social participation. 90

    4-7-4. Fourth calculation: regression coefficients of informational identity style, creativity, social adaptation. 92

    4-7-5. Fifth calculation: regression coefficients of identity styleThe fifth calculation: regression coefficients of informational identity style, creativity, social prosperity. 93

    4-7-6. Sixth calculation: Regression coefficients of information identity style, maturity, social cohesion. 95

    4-7-7. Seventh calculation: Regression coefficients of informational identity style, maturity, social acceptance 96

    4-7-8. Eighth calculation: Regression coefficients of informational identity style, maturity, social participation. 98

    4-7-9. Ninth calculation: Regression coefficients of informational identity style, maturity, social adaptation. 100

    4-7-10. 10th calculation: Regression coefficients of informational identity style, growth, social prosperity. 101

    4-7-11. 11th calculation: regression coefficients of informational identity style, commitment, social cohesion. 103

    4-7-12. 12th calculation: regression coefficients of informational identity style, commitment, social acceptance 104

    4-7-13. 13th calculation: regression coefficients of informational identity style, commitment, social participation. 106

    4-7-14. 14th calculation: regression coefficients of informational identity style, commitment, social adaptation. 107

    4-7-15. 15th calculation: regression coefficients of informational identity style, commitment, social prosperity. 109

    4-8-16. 16th calculation: regression coefficients of normative identity style, creativity, social cohesion. 110

    4-8-17. 17th calculation: regression coefficients of normative identity style, creativity, social acceptance 112

    4-8-18. 18th calculation: regression coefficients of normative identity style, creativity, social participation. 113

    4-8-19. 19th calculation: regression coefficients of normative identity style, creativity, social adaptation. 115

    4-8-20. 20th calculation: regression coefficients of normative identity style, creativity, social prosperity. 116

    4-8-21. 21st calculation: regression coefficients of normative identity style, maturity, social cohesion. 118

    4-8-22. Calculation of the twenty-second regression coefficients of normative identity style, maturity, social acceptance 119

    23-8-4. Twenty-third calculation: regression coefficients of normative identity style, maturity, social participation. 121

    4-8-24. Twenty-fourth calculation: regression coefficients of normative identity style, maturity, social adaptation. 122

    4-8-25. 25th calculation: regression coefficients of normative identity style, growth of social prosperity. 124

    4-8-26. Twenty-sixth calculation: regression coefficients of normative identity style, commitment, social cohesion. 125

    4-8-27. Twenty-seventh calculation: regression coefficients of normative identity style, commitment, social acceptance 127

    4-8-28. Twenty-eighth calculation: regression coefficients of normative identity style, commitment, social participation. 129

    4-8-29. Twenty-ninth calculation: regression coefficients of normative identity style, commitment, social adaptation. 130

    4-8-30. SIAM calculation: regression coefficients of normative identity style, commitment, social prosperity. 77

    4-9-31. 31st calculation: regression coefficients of confused/avoidant identity style, creativity, social cohesion. 134

    4-9-32. 32nd calculation: regression coefficients of confused/avoidant identity style, creativity, social acceptance 136

    4-9-33. Thirty-third calculation: regression coefficients of confused/avoidant identity style, creativity, social participation. 138

    4-9-34. 34th calculation: regression coefficients of confused/avoidant identity style, creativity, social adaptation. 139

    4-9-35. 35th calculation: regression coefficients of confused/avoidant identity style, creativity, social flourishing. 141

    4-9-36. Calculation of thirty-sixth: regression coefficients of confused/avoidant identity style, maturity, social cohesion. 143

    4-9-37. 37th calculation: regression coefficients of confused/avoidant identity style, growth, social acceptance 145

    4-9-38. 38th calculation: regression coefficients of confused/avoidant identity style, growth, social participation. 147

    4-9-39. 39th calculation: Regression coefficients of confused/avoidant identity style, growth, social adaptation. 148

    4-9-40. 40th calculation: regression coefficients of confused/avoidant identity style, growth, social flourishing. 150

    4-9-41. 41st calculation: Regression coefficients of confused/avoidant identity style, commitment, social cohesion. 151

    4-9-42. 42nd calculation: regression coefficients of confused/avoidant identity style, commitment, social acceptance Error! Bookmark not defined.

    4-9-43. 43rd calculation: regression coefficients of confused/avoidant identity style, commitment, social participation. 155

    4-9-44. 44th calculation: regression coefficients of confused/avoidant identity style, commitment, social adaptation. 156

    4-9-45. 45th calculation: regression coefficients of confused/avoidant identity style, commitment, social flourishing. 158

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The relationship between identity styles and social health with the mediating role of tendency to critical thinking in students
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