The aim of the this study was to investigate the mediating role of commitment and behavioral self-regulation in the relationship between identity styles and counterproductive academic behavior. The research design was correlational. A sample of 299 girl students (age mean: 21.17 ± 2.71 years, range: 18-26 years) from University of Mazandaran was selected randomly through multi-stage cluster sampling method. Participants completed the Identity Styles Inventory (Berzonsky, Soenens, Luyckx, Smith & Papini, 2013), the Counterproductive Student Behavior Scale(Rimkus, 2012), and the Short Behavioral Self-Regulation Questionnaire (Carey, Neal & Collins, 2004). Results from Maximum-Likelihood estimation and bootstrapping procedure showed that the proposed conceptual model fit well with the data. According to this results, informative and normative identity styles have positive correlation with counterproductive academic behavior and negative correlation with diffuse/avoidant identity style through effecting commitment and behavior self-regulation. So, the results confirmed the mediating role of commitment and behavioral self-regulation in the relationship between identity styles and counterproductive academic behavior. In conclusion, one’s identity style predicts counterproductive academic behavior through affecting commitment and behavioral self-regulation.
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