Predicting dimensions of Academic Engagement by Identity Styles in First Grade girl students of Tehran State High Schools

Aim of this research is predicting dimensions of Academic Engagement by Identity Styles. The method is correlation research and the required data is found by using Identity Style Inventory Sixth Grade (White، Wampler، & Winn، 1998) & subtest of Academic Engagement in Motivational Strategies for Learning Questionnaire (Pintrich، Roeser، & DeGroot، 1994). The sample of research was 810 first grade girl students of Tehran state high schools which selected by random clustered sampling. The data were analyzed by using multivariable regression analyses. Results revealed that the information & normative identity style can predict all dimensions of academic engagement but the diffuse/avoidant style can only predict behavioral and metacognitive dimension of that negatively.