Academic performance of first year university students in the international arena as well as locally, has been a point of concern for all stakeholders because of high dropout rates and failure. Although many explanations for this have been offered and accepted, all have located the problem external to the individual. This study examined the interplay between interpersonal and intrapersonal factors on academic performance of first year university students in South Africa. A sociocognitive perspective was employed by an investigation of student identity processing styles as a means to explain academic performance. A mixed sample of 419 first year psychology students at a South African university was randomly chosen. Berzonsky’s Identity Style Inventory (ISI3) was used to categorise students’ identity processing styles which was then correlated to students’ mid-year examination results. Although similar research was conducted overseas, the findings of the present study did not match previous results. Unlike any other known study the correlation between normative processing style and academic performance of first year university students was statistically significant but was negative. There was significant difference only between informational and normative identity processing styles on academic performance and between informational and diffuse-avoidant processing styles on academic performance. It was found in this study that culture and race played a role in student identity processing styles and in turn influenced student academic performance in the first year of university. A discussion of results, educational implications of findings, limitations of the study and recommendations for future research are included at the end of this study.

The purpose of the current study was to investigate the relationship between identity processing styles and self-efficacy to academic achievement in first-year university students. The sample included one hundred and twenty-seven first-year university students (n=127). Non-probability purposive sampling was used to select the participants on the basis of their status as first-year university students. Participants completed a Demographic Questionnaire, Identity Style Inventory Revised (ISI3) and General Self-Efficacy Scale (GSE). The research findings indicated a non-significant relationship between the normative and diffuse-avoidant identity processing styles to academic achievement. However, a significant relationship was found between the informational identity processing style and academic achievement. More specifically, a weak, negative correlation between the informational identity processing style and academic achievement was noted. With regard to General Self-Efficacy, a significant relationship between identity processing styles and General Self-Efficacy was indicated. With reference to previous research studies, the results of the current research study are discussed.

The adolescent years are typically marked by the exploration of different roles and lifestyles with experience culminating into a crystallized sense of self (Chae, 2001). According to de Man, Harvey, Ward and Benoit (2008) adolescents who have achieved ego identity generally have higher levels of self-esteem and tend to be more decisive, self-directed, good at problem solving and able to cope with changing environmental demands. Currently there is a lack of identity research in South Africa that encompasses gender, self-esteem and academic achievement. The purpose of this research study sets about to fill such a gap. This study attempted to investigate the differences in males and females’ identity processing style in relation to academic achievement and self-esteem. A sample of 428 first year psychology students at a well known South African university participated in this study. A biographical questionnaire, the Identity Style Inventory (ISI-3), the Rosenberg Self-Esteem Scale (SES) and 2009 June examination results were utilized. Findings of the study revealed no significant differences in males and females’ identity processing style in relation to academic achievement and self-esteem. There was however significant difference between the three identity processing styles, in favour of the Informational group on academic achievement. A significant difference was found between the gender groups only on the Normative variable in favour of the females. Implications for further theory and practice and recommendations for future research are provided.