Predicting the Educational Performance of Freshman University Students According to Intelligence, Identity Styles, Dimensions of Mental Health and Gender

Introduction: University students at their first semester experienced special stresses that can affect badly on their educational performance. The aim of present study was to investigate the relationship between student’s educational performance and intelligence, identity styles, gender, different dimensions of mental health, mental health-related variables and probable prediction of educational performance by them at their first semester.    Methods: Cattell Culture Fair Intelligence Test III for assessment the intelligence, Identity Style Inventory (ISI-6G) for assessment identity styles, Iranian National Mental Health Scale for students to assess mental health, its dimensions and mental health-related variables were administered on 167 freshman students in 2 sessions and at the first month of their undergraduate course. Results: Pearson correlation coefficients showed that educational performance had positive relationships to intelligence, gender (female), informational identity, normative identity, well-being, social support, family atmosphere and had negative correlations to depression and social anxiety. However, in the multiple regression analysis only gender and intelligence could predict (adjusted R2 = 0.091) the educational performance. Conclusions: The findings showed that the intelligence and gender in freshman university students such as in high school students, more than other variables can predict the educational performance. It can be suggested that the significant related variable to educational performance can be used for reconnaissance of high risk students in low educational performance as target group of prevention intervention.