The aim of this study was structural model of parental perfectionism and perceived psychological pressure with academic performance with the mediating role of identity styles in students. Correlation research method was structural equation modeling. The statistical population of this study was all male students of ninth grade in Ghaemshahr city in the second semester of 2018-2019. A total of 330 people were selected as the sample size by available method. To collect data, Fam and Taylor's academic performance questionnaire (EPT), Tehran Multidimensional Perfectionism Inventory (TMPS), Berzonsky Identity Style Scale (ISI-6G) were used. Structural equations with SPSS18 and AMOS23 software were used to analyze the data. The results showed that parental perfectionism, family communication patterns, perceived psychological pressure, resilience, procrastination and identity style had a direct and significant effect on academic performance and also indirect effect of parental perfectionism, family communication patterns, perceived psychological pressure, resilience and procrastination mediated by identity style on academic performance were confirmed. The present study indicates the importance of cognitive factors such as perceived psychological pressure, identity style, resilience, parental perfectionism and procrastination and social factors such as family communication patterns in explaining academic performance.
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