The mediating role of identity styles in the relationship between family structure and academic failure

In the present research, the relationship between family structure and academic failure is considered with mediator role of  identity styles. The research method was correlation of path analysis. The statistical population consisted of all Secondary school students in the Khorramabad city. A sample of 365 students was selected using multi-stage random sampling and Purposive method. The research instrument consisted of Family structure Questionnaire (FAD) and Identity Styles (ISI), and the average less than 15 considered as a criterion for academic failure. For data analysis the path analysis method was used. Based on the results the research proposed model was approved. There was no direct relationship between family structure and academic failure, but there was an indirect relationship through all the components of identity styles, Also, there was a direct relationship between family structure and all components of identity styles. In addition, among the components of identity styles, two components of confused-avoidance identity styles and informational identity showed a direct relation with academic failure. In sum, the family structure through the identity styles as an influential mediator, can affect students' academic failure. Therefore, the central role of styles of identity and family structure should be at the center of attention of interventions and planning related to improving the academic performance of students.