







































Emerging Perspectives 
ep.journalhosting.ucalgary.ca 

Corresponding author: mina.didehvar@ucalgary.ca 

 
 

The Relationship Between Identity Styles and Career Indecision Among  
Iranian Female Adolescents 

Mina Didehvar & Kaori Wada 

University of Calgary 

This study investigated the relationship between identity styles and career indecision 
among Iranian female adolescents. A total of 126 female high school students aged 15 to 
18 completed Farsi versions of the Berzonsky’s Identity Style Questionnaire (ISQ-6G) and 
the Career Decision Questionnaire (CDQ). Participants’ responses were examined using 
descriptive statistics and correlational analysis. Our findings demonstrated that both 
Informative and Normative identity styles were negatively associated with career 
indecision, whereas Diffuse-Avoidant identity style was positively associated with career 
indecision. We interpreted the results in the context of Iranian career literature, career 
development theories, identity formation theories, and the contradicting findings from an 
earlier study with American counterparts. Finally, we discussed implications for career 
education and counselling.  

Keywords:  Iranian adolescents, career indecision, identity formation 

Didehvar, M., & Wada, K. (2020). The relationship between identity styles and career indecision 
among Iranian female adolescents. Emerging Perspectives, 4(2), 106-112. 

 

Identity formation refers to the development of a dynamic inner structure comprised of a 
coherent and authentic self (Marcia, 1980). According to Erikson (1963) adolescence is a stage in 
this process that is characterized by identity versus role confusion, meaning that individuals at 
this stage will actively search for ideologies, activities, and social relationships to answer 
questions such as, “who am I?”, “who am I becoming?”, and “who do I want to be?”. Those who 
fail to find answers to these questions may in turn experience role confusion (Erikson, 1968). 
Marcia (1966) built on Erikson’s notion of identity crisis (i.e., role confusion) during adolescence 
by elaborating on the importance of exploration and commitment in the process of identity 
formation. That is, individuals need to explore societal and familial beliefs to find their own 
values, goals, and vocation, and subsequently become personally committed to their choices. 

Further building on Marcia’s conceptualization of identity formation, Berzonsky (1990) 
introduced the identity style model, which describes an individual’s social-cognitive responses to 
identity crisis and divides the process of identity formation into three different styles. First, 
people with an Informative style actively construct their identity by seeking out and evaluating 
information relevant to their sense of self. They are self-reflective, interested in learning new 
aspects about themselves, and willing to evaluate and modify their identity structure in light of 
new information. Second, a Normative style refers to individuals who construct their identity 



Didehvar & Wada - Emerging Perspectives (2020)   107 

 
 

based on their internalized societal and familial norms. By conforming to the expectations of 
others and the society, their identity may be distorted and undifferentiated from that of others 
(Berzonsky, 1992).  Lastly, individuals with a Diffuse-Avoidant style attempt to avoid 
confronting identity questions and conflicts (Berzonsky, 1994). They procrastinate when making 
decisions, but when they have to, they tend to do so on a short-term basis without long-term 
commitment or exploring their values and belief systems.   

Identity formation plays a key role in an individual’s decision-making process, including 
career decisions (Berzonsky, Cieciuch, Duriez, & Soenens, 2011). In fact, constructs related to 
self and identity are central to major theories of career development. Having a clear self-concept 
facilitates the successive selection of environments that fit people’s interests and values 
(Holland, 1997). Individuals implement their self-concept and take on different life roles as they 
move along the stages of career exploration, establishment, maintenance, and disengagement 
(Super, 1951). Furthermore, self-efficacy, or a sense of competency in particular areas, predicts 
career interests, choices, and performance (Lent, Brown, & Hackett, 1994). Additionally, 
research has demonstrated associations between career indecision and negative career outcomes. 
For example, career indecision among college students has been correlated with high levels of 
anxiety, difficulty choosing a major and selecting courses (Germeijs & Verschueren, 2011; 
Germeijs,Verschueren, & Soenens, 2006), and a lower sense of purpose and meaning (Miller & 
Rottinghaus, 2014).  

In contrast to the literature on career decision making in Euro-American countries, there is 
still a dearth of research in other contexts, including the Middle-East. In particular, there is a 
need for research on career decision making among Iranian youth. This demographic has been 
reported to have a high rate of difficulty in making career decisions (e.g., 85% in a sample of 
Iranian undergraduate students; Fadaei Nasab, 2012). Yet, at the time of writing this article, we 
did not come across formal studies and reports of career indecision in relation to their identity 
formation. Soliemanian, Darrodi, and Golpich (2013) employed Berzonsky’s identity styles to 
explore Iranian university students’ global sense of career development and found that having an 
informative identity style was positively correlated with career development, while a diffuse-
avoidant identity style was negatively correlated with career development. Despite this, their 
study did not explore career indecision specifically. Therefore, the aim of the present study was 
to investigate whether identity styles are associated with career indecision in Iranian adolescents. 

Method 

Using a convenience sampling method, the first author recruited participants through classroom 
visits at a public girls-only high school located in Karaj, Iran, which she had access to through a 
partnership established by her university. Upon providing parental consent, 126 Iranian female students 
aged 15 to 18 (M= 16.6) (Table 1) completed the Farsi versions of the following measures in their 
classrooms. We examined their responses using descriptive statistics and correlational analysis. 

Measures 

The study used the Farsi translation of the Sixth-Grade version of the Identity Style 
Inventory (ISI-6G; ; Ghazanfari, 2003; White, Wampler, & Winn, 1998). White et al. (1998) 
developed this version based on the original ISI for college students (Berzonsky, 1989, 1992a), 



Didehvar & Wada - Emerging Perspectives (2020)   108 

 
 

but with simpler language suitable for adolescents and people with reading difficulties. The ISI-
6G consists of 40 items with responses on a 5-point Likert-type scale, ranging from 1= strongly 
disagree to 5= strongly disagree. The items are grouped into three identity subscales: 
Informative, Normative, and Diffuse-Avoidant. The Farsi translation of the ISI-6G scale was 
developed and standardized by Ghazanfari (2003), who reported a Cronbach's alpha of .68 for 
the overall sample of his study. Farsinejad (2004) also reported Cronbach's alpha coefficients of 
.77, .60, and .66 for the Informative, Normative, and Diffuse-Avoidant subscales, respectively.  
 
Table 1 
Participants’ Demographic Information 
Age Grade n 

15 9 20 

16 10 20 

17 11 74 

18 12 8 

N= 126 
 
Originally developed by Osipow, Carney, and Barak (1976), the Career Decision Scale 

(CDS) – Farsi translation (Karimi, 2008) is used in career counselling to identify an individual’s 
career decision making difficulties. The scale consists of 18 items, two of which examine career 
choice certainty while the remaining 16 measure career indecision. For the purpose of this study, 
only the career indecision composite score, which is comprised of the total score of the latter 16 
items, was used. Sample items include: “Several careers have equal appeal to me”; “I’m having a 
difficult time deciding among them”, and “I can't make a career choice right now because I don't 
know what my abilities are”. The items are scored on a 4-point Likert scale, ranging from 1 = not 
at all like me to 4 = exactly like me. Karimi (2008) reported a Cronbach’s alpha of .92 in a 
sample of Iranian college students.  

Results 

Table 2 summarizes the means, standard deviations, and correlations among the research 
variables. We performed Pearson correlations to test whether participants’ identity styles were 
correlated with their scores on the career indecision scale. Results indicated that having an 
Informative style was negatively correlated with career indecision, with r(124) = -.208, p = .02, 
suggesting that adolescents who scored higher on an Informative identity style were likely to be 
certain about their career decisions. Similarly, a Normative identity style was negatively 
correlated with career indecision, with r(124) = -.254, p =.004, meaning that adolescents higher 
on a Normative identity style were also likely to be certain about their career decisions. Lastly, 
our results found a positive relationship between Diffuse-Avoidant identity style and career 
indecision, with r(124) = .222, p =.01, meaning that adolescents with this identity style were 
likely to be indecisive about their career decisions.  

https://en.wikipedia.org/wiki/Open_central_unrounded_vowel


Didehvar & Wada - Emerging Perspectives (2020)   109 

 
 

Discussion 

The purpose of this study was to examine the relationships between identity styles and 
career indecision among Iranian adolescents. The results suggested that Iranian adolescents who 
scored higher on an Informative identity style, that is, those who actively seek out information to 
establish their identity, were less likely to experience difficulty with careers decisions. In 
addition, adolescents who are higher on a Diffuse-Avoidant identity style reported higher levels 
of career indecision. These results are consistent with Berzonsky’s conceptualization of 
Informative and Diffuse-Avoidant identity styles, as well as empirical findings from samples of 
American adolescents (Vondracek, Schulenberg, Skorikov, Gillespie, & Wahlheim, 1995) and 
Iranian university students (Soliemanian et al., 2013). On the other hand, participants in this 
study who were conforming to normative expectations and standards (i.e., a Normative identity 
style) reported less difficulty making career decisions. This finding is inconsistent with 
Vondracek et al’s (1995) study, which reported that American adolescents with a Normative 
identity style were no different from those with Diffuse-Avoidant style in their inability to make 
career decisions.  

Table 2 

Means, Standard Deviations, and Correlations Among the Research Variables 

Variables 1 2 3 4 M SD 

1. Informative style  – .459** .057* -.208* 36.2 6.4 

2. Normative Style   – .47* -.254** 31.4 5.2 

3. Diffuse-Avoidant 
Style 

   –  .222* 28.7 7.1 

4. Career Indecision       – 39.7 8.1 

Note. N= 126 *p<.05, **p<.01 
 

The difference between Iranian and American adolescents may be due to the fact that 
Iranian students live in a collectivistic culture. Hofstede’s (2001) research on dimensions of 
culture indicated that Iranians endorse collectivistic values, such as loyalty, benevolence, and 
preserving group unity, and view negatively individualistic values such as autonomy. With high 
levels of loyalty to family and in-group orientation (Yeganeh, 2011), Iranian adolescents are 
expected to incorporate societal and familial values and norms in their decision making, which is 
thought to fulfil individual needs and desires (Assadi et al., 2007; Beeman, 1986;  Javidan & 
Dastmalchian, 2003). Although Berzonsky (1992) conceptualized a Normative identity as 
maladaptive, “distorted and undifferentiated” (p. 772), this conceptualization may be based on 
Western individualistic values and may not apply to other populations such as Iranian 
adolescents.   



Didehvar & Wada - Emerging Perspectives (2020)   110 

 
 

As preliminary research on identity styles and career indecision with this population, the 
results of this study have implications for career education and counselling. Educators and 
counsellors need to take into consideration their adolescent clients’ identity formation style while 
providing them with career counselling. Effective interventions with Iranian adolescents may 
include the exploration of undiscovered aspects of their identities and their fit with social and 
familial norms in a culturally sensitive manner. This includes not assuming that a Normative 
identity is a sign of maladjustment or underdevelopment. Adolescents with a Diffuse-Avoidant 
style may benefit from tasks that gently expose them to career issues in order to reduce their 
anxiety and increase their self-efficacy in career decision-making.  

This study is not without limitations. First, we obtained our sample from a high school to 
which the first author had access, and that happened to be a girls-only high school. As we 
obtained a convenience sample of 126 female students, the results are not generalizable to 
Iranian adolescents as a whole. Second, the psychometric properties of the Farsi version of the 
ISI-6G have not been extensively studied, and what has been reported so far is not robust 
(Ghazanfari, 2003). Future studies should attempt to obtain a more representative sample and use 
psychometrically superior instruments. Given the results of this study, future research that is 
particularly needed would be investigations into whether or not conforming to social and familial 
expectations indeed leads to personal fulfilment among Iranian adolescents, and when it does not 
how they negotiate their career decisions in their cultural contexts.  

Conclusion 

This study sought to fill a gap in career development research by examining the 
relationships between career indecisions and identity styles among a sample of Iranian female 
adolescents. While the relationships between career indecision and a Diffusive-Avoidant identity 
(positive correlation) and an Informative identity style (negative correlation) were consistent 
with the findings of an American counterpart (Vondracek et al., 1995), the negative correlation 
between a Normative identity style and career indecision was inconsistent with the finding with 
an American sample. This raises a question about an assumption embedded in Bersonsky’s 
conceptualization that Normative identity style is maladaptive and an indication of immature 
development.  However, given the limitations of this study, the results should be interpreted 
tentatively. Further studies are warranted in order to test the validity of identity models as well as 
their application in culturally sensitive career education and counselling. 

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	Method
	Measures

	Results
	Discussion
	Conclusion
	References

