The Relationship of Personality Functioning and Identity Styles with Psychological Well-Being among Students

Objective: This study aimed to examine the relationship of personality functioning and identity styles with psychological well-being among female master’s students of personality psychology.

Methods and Materials: An applied descriptive-correlational study was conducted. The statistical population included 216 female master’s students of personality psychology at the Islamic Azad University, Science and Research Branch, Tehran. Based on Morgan’s table, 136 students were selected as the study sample. Data were collected using the Short Scale of Levels of Personality Functioning, Ryff’s Psychological Well-Being Scale, and Berzonsky’s Identity Style Inventory. Data were analyzed in SPSS version 26 using descriptive statistics, Pearson correlation, and stepwise regression analysis.

Findings: The mean psychological well-being score was 64.15 ± 11.40. Among identity styles, informational identity had the highest mean score, 39.13 ± 7.15, followed by commitment, 35.00 ± 6.34, normative identity, 32.54 ± 5.65, and diffuse/avoidant identity, 31.91 ± 3.81. Stepwise regression showed that diffuse/avoidant identity, commitment, and normative identity remained in the final model. The regression model was significant, F(3,132) = 211.47, p < .001, and explained 82.4% of the variance in psychological well-being. Normative identity showed the strongest standardized contribution, β = .450, followed by commitment, β = .344, and diffuse/avoidant identity, β = .215.

Conclusion: Identity styles were significant predictors of psychological well-being among female master’s students, with normative identity showing the strongest contribution. Personality functioning and identity-related processes should be considered in student well-being interventions.