عنوان مقاله [English]
This study aimed to assess the effectiveness of self-awareness skill training on self-educational handicapping and identity styles in secondary high school female students of Sari. The research method was experimental with pretest-posttest design with control and experimental groups. The study population included all high school female students in the city of Sari in the academic year 2015 up. The required sample random cluster sampling were multi selected and incapable in their tests of academic burnout and identity styles were tested ago. The experimental group received an educational intervention on students and then the students in both groups were tested after. To collect data, questionnaires were used by Jones and Roddalt (1982) self-management questionnaire and Bersonsky Identity Style Questionnaire (ISI) questionnaire (1982). After verifying the validity of this questionnaire, the reliability of each questionnaire was 0.85 and 0.85, respectively. To analyze the data, descriptive statistics including dispersion indices and mean and Inferential statistics including covariance analysis were performed using SPSS20 software. The findings in the covariance analysis confirmed the first hypothesis and did not confirm the second hypothesis. The results showed that self-knowledge skills training has a significant effect on academic self-efficacy, but does not affect identity styles.