Structural Model of Relationship between Identity Formation and Social Competence: Investigate the Mediating Role of Intentional Self-Regulation

Abstract

Intentional self-regulation as a dynamic process is able to connect individual with his context, help individual to participate actively in his development and avoid risky behavior. The purpose of this study was to investigate the impact of Identity formation on social competence through the mediate of intentional self-regulation. The statistical population consisted of all Female students of secondary school who studies in schools of Shahin-Shahr (city in Esfahan Province) during the school year 2014-2015. To do so, 275 students of Shahin-Shahr secondary Schools were selected using random cluster sampling method and were asked to completed self-report questionnaire focused on intentional self-regulation (Model of Selection, Optimization, and Compensation (SOC), identity formation (Erikson Psycho-Social Stage Inventory) and social competence (Social Competence Inventory). The Structural modeling analysis indicated that identity formation and intentional self-regulation had a direct and significant impact on social competence, and the result indicated that relationship between identity formation and social competence was mediated by intentional self-regulation. In this model, all regression weights were statistically significant and predictors explained 61% variance of social competence. In general, results indicated the direct and indirect impact of identity formation (through mediation of intentional self-regulation) on social competence.