International Journal of Testing, 10: 185199, 2010

C Taylor & Francis Group, LLC

Copyright

ISSN: 1530-5058 print / 1532-7574 online
DOI: 10.1080/15305050903534696

Iranian Validation of the Identity Style

Inventory
Elisabetta Crocetti
University of Macerata, Italy

Omid Shokri
Tarbiat Moallem University, Tehran, Iran

The purpose of this study was to validate the Iranian version of the Identity Style
Inventory (ISI). Participants were 376 (42% males) university students. Confirmatory factor analyses revealed a clear three-factor structure of identity style and a
mono-factor structure of commitment in the overall sample as well as in gender
subgroups. Convergent validity was demonstrated by theoretically consistent associations between the ISI factors and dimensions of psychological well-being. These
findings suggest that the Iranian version of the ISI is a promising tool for evaluating social-cognitive processes that underpin the dynamics of identity formation in
Iranian university students.
Keywords: identity styles, commitment, validation, confirmatory factor analyses,
well-being

INTRODUCTION
Identity formation is one of the key tasks in adolescence. According to the socialcognitive model proposed by Berzonsky (1989), individuals can rely on different
strategies to face this task. Specifically, adolescents with an informational identity
style are self-reflective and they actively seek out and evaluate self-relevant information. Individuals with a normative style mainly adopt prescriptions and values
of significant others and conform to their expectations. Finally, young people with
a diffuse-avoidant style procrastinate and delay dealing with identity issues as long

We greatly thank Parissa Jahromi for editing the English.

Correspondence should be sent to Elisabetta Crocetti, Department of Educational Sciences, University of Macerata. Postbox: Piazzale Luigi Bertelli (Contrada Vallebona) 62100, Macerata, Italy.
E-mail: elisabetta.crocetti@unimc.it

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as possible. Whereas individuals who rely on the informational or the normative

style choose their commitments even though using different modalities, those with
a diffuse-avoidant style lack relevant commitments and a sense of direction in their
lives (Berzonsky, 2004).
Berzonsky (1992) developed the Identity Style Inventory (ISI) to assess the
extent to which individuals use informational, normative, and diffuse-avoidant
styles, and to evaluate the strength of their identity commitment. The ISI has been
translated into numerous languages (Berzonsky, 2004, 2005). This instrument has
been employed in North-America (Canada; United States); in Europe (Finland,
Germany, Belgium, the Netherlands, Italy, Greece, Czech Republic, Hungary),
and in Australia. Although the ISI has been employed principally in Western
countries, very recent studies provided preliminary evidence for the applicability
of the ISI also in non-Western countries, such as Turkey (C
elen & Kusdil, 2009)
and Iran (Hejazi, Shahraray, Farsinejad, & Asgary, 2009). On the basis of these
considerations, the aim of the present contribution is to validate the Iranian version
of the ISI with a sample of university students. Before presenting our study we will
review relevant literature on the impact of identity styles on adolescent adjustment.
Identity Styles and Adolescent Adjustment
A growing corpus of evidence has highlighted that identity styles have a strong
impact on adolescent adjustment. In particular, the diffuse-avoidant style has been
found to be linked to both externalizing and internalizing problem behaviors. In
fact, convergent findings indicated that the diffuse-avoidant style was associated
with delinquency (Adams, Munro, Munro, Doherty-Poirer, & Edwards, 2005;
White & Jones, 1996), disordered eating (Wheeler, Adams, & Keating, 2001),
conduct and hyperactivity disorder behaviors (Adams, Munro, Doherty-Poirer,
Munro, Petersen, Edwards, 2001), depressive symptomatology (Nurmi, Bersonsky,
Tammi, & Kinney, 1997), neuroticism (Dollinger, 1995), hopelessness (Phillips
& Pittman, 2007), and low self-esteem (Nurmi et al., 1997; Phillips & Pittman,
2007). In addition, students who entered the college with a diffuse-avoidant style
were less likely to properly face the demands of the university context (Adams,
Berzonsky, & Keating, 2006; Berzonsky & Kuk, 2000, 2005). On the other hand,
use of the informational and normative styles was negatively linked to delinquency
(Adams et al., 2005), conduct and hyperactivity disorder behaviors (Adams et al.,
2001), and hopelessness (Phillips & Pittman, 2007). Furthermore, both the informational and normative styles were positively related to high self-esteem (Nurmi
et al., 1997; Phillips & Pittman, 2007), optimism (Phillips & Pittman, 2007), educational purpose (Berzonsky & Kuk, 2000), educational involvement, and career
and lifestyle planning (Berzonsky & Kuk, 2005). Although individuals with an
informational and a normative style reported some similarities in adaptation to
the university context they also displayed a number of differences. Specifically,

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the informational style differed from the normative one since it was more strongly
intertwined to academic as well as emotional autonomy, life management, cultural
participation, tolerance, psychosocial resources, and mature relationship with others (Adams et al., 2006; Berzonsky & Kuk, 2002, 2005). In particular, people
with an informational style were characterized by higher open-mindedness than
their peers with a normative style who tend to conform to norm, values, and expectations of significant others (Dollinger, 1995; Soenens, Duriez, & Goossens,
2005). Beaumont and Zukanovic (2005) found, in sample of male young adults,
that those with a normative style reported higher self-worth and lower distress than
their counterparts with an informational style. These findings could be explained
by the fact that adopting others value in an automatic fashion is less challenging
than personally exploring all identity relevant information.
Berzonsky (2003) proposed three conceptual models to explain the links between identity styles, commitment, and well-being. According to the direct-effects
model, both identity styles and commitment would contribute directly and independently to variation in well-being scores. According to the mediational-effects
model, the relationship between identity styles and well-being would be partially or
totally explained by commitment. In other terms identity styles influence commitment strength, which explains differences in well-being levels. Finally, according
to the moderated-effects model, the relationship between identity styles and wellbeing would change on the basis of different levels of commitment. Berzonsky
(2003) provided empirical evidence for all these models, showing that (a) the
link between identity styles, commitment, and depression could be explained by
means of a direct-effects model; (b) the link between identity styles and agency
was mediated by commitment (the links between normative and diffuse-avoidant
styles and agency were fully mediated by commitment, while the association between informational style and agency was partially mediated by commitment);
and (c) the association between identity styles and hardiness was moderated by
commitment levels.
These conceptual models may guide the interpretations of recent findings focused on associations between identity styles and positive adjustment. According
to the recent Positive Psychology movement (cf. Seligman, 2002; Snyder & Lopez,
2002) positive adjustment cannot be merely identified with lack of diseases, but
it implies a condition of well-being and positive functioning (cf. Ryff, 1989).
In particular, Seaton and Beaumont (2008) focused on the associations between
identity styles and three indicators of positive functioning: curiosity, proactive
coping, and emotional intelligence. They found, using zero-order correlations,
that the normative and, to a greater extent, informational styles were positively
related with these dimensions, while the diffuse-avoidant style correlated negatively with them. However, after controlling for commitment, the informational
style was found to be positively related to all the indicators of positive adjustment,
the normative style was positively related only to emotional intelligence, and the

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diffuse-avoidant style was negatively linked to proactive coping and emotional

intelligence. Vleioras and Bosma (2005) examined among Greek university students the relationship between identity styles and dimensions of psychological
well-being as conceptualized in Ryff s (1989) model: self-acceptance (i.e., positive evaluations of oneself and ones past life); personal growth (i.e., a sense
of continued growth and development as a person); purpose in life (i.e., the belief that ones life is purposeful and meaningful); positive relations with others
(i.e., the possession of good quality relations with others); environmental mastery (i.e., the capacity to manage effectively ones life and surrounding world);
and autonomy (i.e., a sense of self-determination). Vleioras and Bosma (2005)
reported that according to zero-order correlations the diffuse-avoidant style was
negatively correlated with all psychological well-being dimensions, while commitment was strongly and positively related to them. Further, the informational
style was positively correlated with all psychological well-being facets, except for
self-acceptance, and the normative style was positively associated with environmental mastery. However, after controlling for the other identity styles and for
commitment, only a few associations remained significant. Specifically, the informational style was positively related to personal growth, whereas the normative
style was negatively linked to it, and the diffuse-avoidant style was negatively related to the dimensions of personal growth, purpose in life, positive relationships
with others, and environmental mastery.
Taken together, these findings suggest that (a) the informational style promotes
positive adjustment both directly and through the mediation of commitment; (b)
the effects of normative style on well-being are mainly mediated by commitment;
(c) the diffuse-avoidant style is negatively related to well-being, both directly and
through the mediation of lack of commitments.
The Present Study
Given the dearth of applications of the ISI in non-Western cultures, the purpose
of the present study was to validate the Iranian version of the ISI with a sample of
university students. Specifically, we examined the factorial structure of the ISI and
we expected, in line with the identity style literature, that the Iranian version of the
ISI would comprise three identity style factors and a single commitment factor.
Further, we examined the applicability of the ISI with male and female groups,
and we tested gender differences. On the basis of previous findings documented
in the literature concerning identity styles displayed by university students (e.g.,
Berzonsky, 1993, 1994; Boyd, Hunt, Kandell, & Lucas, 2003; Seaton & Beaumont,
2008; Vleioras & Bosma, 2005) we expected males and females to use with the
same extent the three identity styles.
Finally, we evaluated the convergent validity of the ISI by investigating associations between ISI subscales and positive well-being. In particular, we investigated

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189

links between identity styles and commitment on the one hand and psychological
well-being dimensions (i.e., self-acceptance, personal growth, purpose in life, positive relationship with others, environmental mastery, and autonomy) encompassed
in Ryff s model (1989) on the other. First, we performed zero-order correlations.
In accordance with the literature (e.g., Seaton & Beaumont, 2008; Vleioras &
Bosma, 2005), we hypothesized the normative style and to a greater extent the informational style to be positively related to well-being dimensions; on the contrary,
the diffuse-avoidant style was expected to be negatively linked with them. Furthermore, we expected the commitment factor to be strongly related to well-being
(Berzonsky, 2003). Second, we tested whether the associations between identity
styles and well-being could be explained by the direct-effects, mediational-effects,
and moderated-effects models proposed by Berzonsky (2003).
METHOD
Participants
The sample consisted of 376 Iranian students (158 males and 218 females), randomly selected from various faculties (i.e., medical, science, and engineering
faculties) of the University of Birjand, that is located in the center-east of Iran.
The age of the participants ranged from 18 to 27 years (M = 22 years, SD = 2
years).
Procedure
Before the study, permission to administer questionnaires was obtained from the
deans of the participating university faculties. Students were provided written
information about the research and asked if they wished to participate. Approximately 99% chose to participate. Interviewers visited the participating faculties,
contacted the college students, and administered a questionnaire containing various measures.
Measures

Identity styles and commitment. The Revised Identity Style Inventory (ISI3; Berzonsky, 1992) was used. The ISI was translated from English to Farsi (i.e.,
Iranian language) and back translated from Farsi to English. The ISI consists of 40
items, scored on a scale ranging from 1 (not at all like me) to 5 (very much like me).
Sample items are: Ive spent a great deal of time thinking seriously about what
I should do with my life (information-oriented style; 11 items); I prefer to deal
with situations where I can rely on social norms and standards (normative style;
9 items); Im not really thinking about my future now; its still a long way off

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(diffuse-avoidant style; 10 items); and I know what I want to do in the future (ISI
commitment; 10 items). Cronbachs Alpha was .71, .53, and .65 for informational,
normative, and diffuse/avoidant styles, respectively. The coefficient for identity
commitment was .72.

Psychological well-being. The Iranian version (Shokri, Kadivar, Farzad,

Daneshvarpour, Dastjerdi, & Paeezi, 2008) of the Psychological Well-Being Scale
(PWB; Ryff, 1989) was employed. This version consists of 84 items, scored on
a scale ranging from 1 (strongly disagree) to 6 (strongly agree), measuring six
dimensions of psychological well-being (each dimension is measured by means
of 14 items): self-acceptance ( = . 78); personal growth ( = . 73); purpose in
life ( = . 75); positive relations with others ( = . 74); environmental mastery
( = . 77); and autonomy ( = . 60).
RESULTS
Factor Structure of the Identity Style Inventory
We tested the factor structure of the Iranian version of the ISI performing Confirmatory Factor Analyses (CFA) by means of the program AMOS 5.0 (Arbuckle,
2003). Specifically, one CFA was performed on the 30 identity style items and
another CFA was conducted on the 10 ISI commitment items. The maximum
likelihood method of estimation was used. Parceling is the suggested procedure
when the scale has more than five items for each construct (Bagozzi & Heatherton,
1994). Therefore, we used parcels of items for each factor (in a random fashion)
and used these as indicators of the latent variables (i.e., we created 3 parcels for
each identity style factor, and 4 parcels for commitment). No cross-loadings or
correlated measurement errors were allowed (Kline, 2005). To evaluate the model
fit, we relied on various fit indices (Byrne, 2001): the 2 /df should be less than 3;
the Goodness of Fit Index (GFI), the Comparative Fit Index (CFI) should exceed
.90; and the Root Mean Square Error of Approximation (RMSEA) less than .08
represents a reasonable fit.
As can be seen in Table 1, fit indices revealed that the three-factor solution of
the ISI styles provided an adequate fit to the data. Separate CFAs revealed that
this three-factor solution replicated across groups of male and female students.
To test whether factor loadings and correlations were comparable across gender
subgroups, we performed multi-group analyses. Specifically, we compared an
unconstrained model where all factor loadings and correlations were free to vary
across groups and a constrained model where factor loadings and correlations were
set equal across groups. Findings indicated that these models were not statistically
different ( 2 (19) = 28.12, ns), thus factors loadings and correlations were equal
among gender subsamples. The three-factor structure of the ISI is presented in

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191

TABLE 1
Fit Indices for the Iranian Version of the Identity Style Inventory
Model Fit Indices

Identity Styles (three-factor model)

Total sample (N = 376)
Boys (n = 158)
Girls (n = 218)
Identity Commitment (one-factor model)
Total sample (N = 376)
Boys (n = 158)
Girls (n = 218)

2 /df

GFI

CFI

RMSEA

1.98
2.42
2.20

.93
.91
.92

.96
.93
.94

.05
.08
.06

0.44
0.16
0.85

1
1
.99

1
1
.99

.01
.00
.02

Note. 2 /df = Chi-Square/degrees of freedom; GFI = Goodness of Fit Index; CFI = Comparative Fit Index; RMSEA = Root Mean Square Error of
Approximation.

Figure 1. The informational style was correlated positively with the normative style
and negatively with the diffuse-avoidant one. The normative and diffuse-avoidant
styles were negatively associated.
Fit indices indicated that the mono-factor structure of the 10 ISI-commitment
items provided a good fit to the data (see Table 1) in the whole sample and
in the male and female groups. Multi-group analyses revealed equivalence of
commitment factor loadings across gender groups ( 2 (2) = 0.56, ns). The
mono-factor structure of the ISI commitment is reported in Figure 2. Furthermore,
ISI commitment was positively associated with the informational (r = .41; p <
.001) and normative styles (r = .41; p < .001), and negatively related to the
diffuse-avoidant style (r = .23; p < .001).
A multiple analysis of variance was performed on the ISI subscales with gender
as independent variable. Based on the Wilks Lambda criterion, the combined
dependent variables were not significantly affected by gender (F (4, 371) = 0.77,
ns, 2 = .01). Mean scores (and standard deviation) of the identity style and
commitment factors are reported in Table 2.
Convergent Validity
The convergent validity of the ISI was evaluated examining associations between
ISI scores and psychological well-being dimensions (i.e., self-acceptance, personal
growth, purpose in life, positive relationship with others, environmental mastery, and autonomy) encompassed in Ryff s model (1989). First, we performed
zero-order correlations. In line with hypotheses, findings (see Table 3) pointed

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.65

Parcel 1

.59***

.53

Parcel 2

.68***

.38

Parcel 3

.79

Informational
Style

***

.55***

.76

Parcel 4

.49***

.55

Parcel 5

.58

.67***
.65***

Parcel 6

-.32***

Normative
Style

-.25***
.65

Parcel 7

.72

Parcel 8

.58

Parcel 9

.59***
Diffuse-Avoidant
Style

.53***
.65

***

Note. ***p < .001

FIGURE 1
Standardized solution of the three-factor model of the Iranian ISI styles.

out that the informational and normative styles were positively associated with
psychological well-being dimensions (only the correlation between normative
style and autonomy was found to be non-significant). On the contrary, the diffuseavoidant style was negatively linked to personal growth, purpose in life, environmental mastery, and autonomy. Finally, commitment was strongly and positively
related to all psychological well-being subscales.
Berzonsky (2003) proposed to consider three conceptual models (direct-,
meditional-, and moderated-effects model) to explain the links between
TABLE 2
Means (M) and Standard Deviations (SD) for the Identity Style Inventory

Informational style
Normative style
Diffuse-Avoidant style
Commitment

SD

3.57
3.48
2.58
3.65

0.54
0.59
0.56
0.58

ISI IRANIAN VALIDATION

.67

Parcel 1

.66

193

.57***
.58***

Parcel 2

ISI
Commitment

.71***

.50

Parcel 3
.68***

.54

Parcel 4

Note. ***p < .001.

FIGURE 2
Standardized solution of the mono-factor model of the ISI commitment.

identity styles, commitment, and well-being. To test which of these models applied to our data we followed Berzonskys (2003) procedure, that is, we performed
hierarchical regression analyses on each psychological well-being dimension. The
three identity style scores were entered on Step 1; ISI commitment score was
added on Step 2; and the centered style X commitment interactions were entered
on Step 3. Mediation was indicated whether the beta coefficient for an identity
style was significant on Step 1 but not on Step 2 when commitment was controlled
(i.e., full mediation) or whether the beta coefficient was significantly reduced after
controlling for commitment (i.e., partial mediation). Support for moderation was
indicated by a significant style X commitment interaction.
Findings (see Table 4) indicated that style scores entered on Step 1 accounted
for significant variation on each well-being dimension, the commitment score
entered on Step 2 accounted for a further significant variation on well-being
TABLE 3
Zero-Order Correlations Between Identity Styles, Commitment, and Psychological
Well-Being Dimensions
Psychological Well-Being Dimensions

ISI Sub-Scales

SelfPersonal
Acceptance Growth

Informational
.26
Normative
.20
Diffuse-Avoidance .06
ISI Commitment
.43

.35
.18
.14
.35

Purpose
in Life
.31
.23
.23
.47

Note. p < .05; p < .01; p < .001.

Positive Relations Environmental

with Others
Mastery
Autonomy
.25
.19
.09
.36

.32
.21
.11
.47

.13
.00
.18
.25

194

.09

.22
.12
.12

.10
.03
.03
.43
.12
.20

Step 2

Note. p < .05; p < .01; p < .001.

Informational style
Normative style
Diffuse-avoidant style
Commitment
R 2
Adjusted R 2

Step 1

SelfAcceptance

.18

.36
.06
.21

Step 1
.30
.03
.12
.25
.04
.20

Step 2

Personal
Growth

.20

.28
.16
.31

Step 1
.18
.03
.18
.37
.09
.28

Step 2

Purpose
in Life

.09

.22
.11
.15

Step 1
.14
.00
.04
.31
.06
.14

Step 2

Positive Relations
with Others

.14

.29
.11
.18

Step 1

.18
.04
.03
.43
.12
.26

Step 2

Environmental
Mastery

.07

.19
.05
.21

Step 1

.12
.15
.12
.26
.04
.12

Step 2

Autonomy

TABLE 4
Hierarchical Regression of Psychological Well-Being Dimensions on Identity Styles and Commitment Variables (Standardized Beta
Coefficients)

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195

scores, whereas the interaction terms entered on Step 3 did not significantly add to
the prediction of any of the dependent variables. Therefore, a moderated-effects
model can be rejected. Next we discuss findings of Step 1 and Step 2.

Self-acceptance. The results from Step 1 indicated that the informational

and normative styles were positively related to self-acceptance, whereas the
diffuse-avoidant style was negatively linked to it. The commitment variable entered on Step 2 accounted for an additional 12% of the variation in self-acceptance
score (total adjusted R 2 = .20). Consistent with the mediational hypothesis, the
standardized beta coefficients of all identity style measures became not significant
when commitment was added to predictors. Sobel tests confirmed that indirect
relationships between informational (z = 4.63, p < .001), normative (z = 5.52,
p < .001), and diffuse-avoidant (z = 5.82, p < .001) styles and self-acceptance
mediated by commitment were significant.
Personal growth. The findings from Step 1 indicated that the informational
style was positively related to personal growth, whereas the diffuse-avoidant style
was negatively linked to it. The commitment variable entered on Step 2 accounted
for an additional 4% of the variation in personal growth score (total adjusted R 2 =
.20). Consistent with the mediational hypothesis, the standardized beta coefficients
were reduced when commitment was added. Sobel tests confirmed that indirect
relationships between informational (z = 5.40, p < .001) and diffuse-avoidant
(z = 8.50, p < .001) styles and personal growth mediated by commitment were
significant.
Purpose in life. The results from Step 1 indicated that the informational and
normative styles were positively related to purpose in life, whereas the diffuseavoidant style was negatively linked to it. The commitment variable entered on
Step 2 accounted for an additional 9% of the variation in purpose in life score (total
adjusted R 2 = .28). Consistent with the mediational hypothesis, the standardized
beta coefficients of informational and diffuse-avoidant style measures were reduced when commitment was added to predictors and the association between
normative style and purpose in life became not significant. Sobel tests confirmed
that indirect relationships between informational (z = 4.75, p < .001), normative (z = 5.73, p < .001), and diffuse-avoidant (z = 6.48, p < .001) styles and
purpose in life mediated by commitment were significant.
Positive relations with others. The results from Step 1 indicated that the
informational style was positively related to positive relations with others scores,
whereas the diffuse-avoidant style was negatively linked to it. The commitment
variable entered on Step 2 accounted for an additional 6% of the variation in
positive relations with others scores (total adjusted R 2 = .14). Consistent with
the mediational hypothesis, the standardized beta coefficients were reduced

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when commitment was entered. Sobel tests confirmed that indirect relationships
between informational (z = 4.40, p < .001) and diffuse-avoidant (z = 5.67,
p < .001) styles and positive relations with other scores mediated by commitment
were significant.

Environmental mastery. The results from Step 1 indicated that the informational and normative styles were positively related to environmental mastery,
whereas the diffuse-avoidant style was negatively linked to it. The commitment
variable entered on Step 2 accounted for an additional 12% of the variation in
environmental mastery score (total adjusted R 2 = .26). Consistent with the mediational hypothesis, the standardized beta coefficients of information style was
reduced and those of normative and diffuse-avoidant styles became not significant
when commitment was added to predictors. Sobel tests confirmed that indirect
relationships between informational (z = 4.98, p < .001), normative (z = 6.08,
p < .001), and diffuse-avoidant (z = 6.98, p < .001) styles and self-acceptance
mediated by commitment were significant.
Autonomy. The results from Step 1 indicated that the informational style was
positively linked to autonomy, whereas the diffuse-avoidant style was negatively
related to it. The commitment variable entered on Step 2 accounted for an additional 4% of the variation in autonomy score (total adjusted R 2 = .12). Consistent
with the mediational hypothesis, the standardized beta coefficients of both informational and diffuse-avoidant styles were reduced when commitment was added
to predictors. Sobel tests confirmed that indirect relationships between informational (z = 3.81, p < .001) and diffuse-avoidant (z = 4.56, p < .001) styles and
autonomy mediated by commitment were significant. Furthermore, when commitment was entered on Step 2, the negative association between normative style and
autonomy score became significant.
Discussion and Conclusion
In this study we validated the Iranian version of the ISI. Findings indicated that
the three-factor structure of identity styles and the mono-factor structure of the
commitment subscale were found to have a good fit to the data in the overall
sample as well as in gender subgroups. Furthermore, in line with the literature
(Berzonsky, 1993, 1994; Boyd et al., 2003; Seaton & Beaumont, 2008; Vleioras
& Bosma, 2005) no gender differences emerged on the identity style scores or on
levels of commitment strength.
Additionally, convergent validity between identity styles and ISI commitment
on the one hand and psychological well-being dimensions on the other was demonstrated. According to findings of zero-order correlations, the informational and
normative styles, and commitment were positively associated with well-being
facets, while the diffuse-avoidant was negatively related to them. Berzonsky (2003)

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197

showed that associations between identity styles and well-being can be explained
by three models (direct-effects, mediational-effects, and moderated effects models). In our study we found support for the mediational-effects model. That is,
several associations between identity styles and well-being components were fully
(i.e., after introducing commitment the link between one identity style and one
well-being dimensions became not significant) or partially (i.e., after introducing commitment the association between one identity style and one well-being
dimension was still significant but it was considerably reduced) mediated by commitment. Consistently with our expectations, after controlling for commitment,
the informational style was positively related to all psychological well-being dimensions except for self-acceptance; and the diffuse-avoidant style was negatively
related to personal growth, purpose in life, and autonomy. Additionally, all associations between normative style and well-being dimensions became not significant,
except for the link with autonomy that became significantly negative. These findings support the literature on identity styles (Seaton & Beaumont, 2008; Vleioras
& Bosma, 2005), showing that the preference for an informational style fosters
a positive adolescent development both directly and through commitment making. On the contrary, the reliance on a diffuse-avoidant style hampers healthy
adolescent development, again both directly and through lack of commitments.
Finally, the normative style promoted environmental mastery, purpose in life, and
self-acceptance through commitment making, while it was negatively related to
autonomy. In fact, by definition, individuals with a normative style internalize the
goals, values, and standards of significant others and referent groups in a relatively
automatic fashion (Berzonsky, 1989, 1990), thus they cannot be characterized by
high levels of autonomy. This finding confirms previous results presented by Vleioras and Bosma (2005) that found negative associations (even tough not significant)
between the normative style and autonomy.
It is worth considering these findings in light of contextual influences on the
process of identity development. Even in Iran, a collectivistic culture in which
emphasis is assigned to group memberships (Triandis, 2001), the informational
style was more strongly related to well-being than the normative one. This could be
due to the characteristics of the sample. In fact, participants involved in this study
were university students, thus highly educated individuals who might be more
exposed to individualistic culture and values. In other words, within the Iranian
culture, university students could be individuals more ideocentric (Triandis, Leung, Villareal, & Clack, 1985) than other Iranian people; thus, university students
might express, even in a collectivist context, a more positive view of individualistic
values (Eryigit & Kerpelman, 2009). This issue needs to be investigated further
in future studies and claims for the urgency of studying identity development in
context (Bosma & Kunnen, 2008).
Finally, zero-order correlations between identity styles and facets of well-being
were found to be low to moderate. Similarly, portions of explained variance in

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regression analyses were found to be low to moderate in most well-being dimensions when only identity styles were included as predictors, whereas they
significantly increased when commitment was added. These findings indicate that
the social-cognitive strategies used by university students have an impact on wellbeing perception, but to a moderate extent. On the other hand, the impact of
commitment on well-being dimensions was found to be stronger, suggesting that
having made relevant choices, albeit through different modalities, has a stronger
influence on adjustment.
In conclusion, evidence provided by this study suggests that the Iranian version
of the ISI is an adequate tool for evaluating the extent to which university students
use different processing styles in dealing with identity issues and to measure the
strength of their commitments. Therefore, these findings support the possibility of
employing the ISI in non-Western countries.

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