Investigating the Relationship between Moral Identity and Cognitive Styles with Individual and Social Adaptability in First Grade High School Girl Students

The aim of the present study was to investigate the relationship between moral identity and cognitive styles with individual and social adjustment in female high school students in Abadeh Tashk. The statistical population of this study included all female high school students in Abadeh Tashk (150) per year in 2020. In this study, according to the framework of the statistical population, 108 students were selected. Moral identity, cognitive styles and individual and social adjustment questionnaires were used to collect data. The validity of the questionnaires was assessed and confirmed using content validity and reliability by Cronbach's alpha. Descriptive statistics, Pearson correlation statistics and multiple regression were used to analyze the data. The results showed that, among the components of cognitive styles, between the components of the learning method through watching and individual-social adaptation and between the components of the learning method through thinking and individual-social adaptation and between the components of the learning method through I did and individual-social adaptation established a positive relationship, among the components of moral identity, a positive relationship was established between the component of internalization and individual-social adaptation and between the components of symbolism and individual-social adaptation. The variables of cognitive styles in terms of components (the method of learning through thinking and the method of learning through doing) were able to positively predict the variable of individual-social adjustment. The variable of moral identity in terms of components (internalization and symbolization), Were able to positively predict the variable of individual-social adjustment.