Modeling the Structural Relationship Between Value Priorities, Codependency, Identity Styles, and Psychological Capital in a Student Population
Keywords:
Value Priorities, Codependency, Identity Styles, Psychological Capital, University Students, Structural Equation Modeling (SEM)Abstract
Objective: The present study aimed to investigate the structural relationships among value priorities, codependency, identity styles, and psychological capital and to determine the predictive role of value priorities in explaining these psychological constructs among university students.
Methods and Materials: This correlational study employed Structural Equation Modeling (SEM). The statistical population consisted of university students in Sanandaj, Iran. Using multi-stage cluster sampling, 384 students (184 females and 200 males) were selected. Data were collected using the Schwartz Value Survey, the Spann-Fischer Codependency Scale, the Berzonsky Identity Styles Inventory, and the Luthans Psychological Capital Questionnaire. Data analysis was conducted through SEM, multivariate analysis of variance (MANOVA), and LSD post-hoc comparisons using AMOS software.
Findings: The SEM results demonstrated that value priorities positively and significantly predicted identity styles (β = 0.64, p < .001) and psychological capital (β = 0.57, p < .001). However, the direct relationship between value priorities and codependency was not significant (β = -0.17, p > .05). Identity styles positively predicted codependency (β = 0.29), whereas psychological capital did not emerge as a significant predictor. Model fit indices indicated a satisfactory fit (GFI = 0.90, CFI = 0.93, IFI = 0.93, χ²/df = 2.65). Furthermore, significant differences across economic-status groups were observed in several subscales, including arousal, power, guilt feelings, emotional denial, resilience, benevolence, and identity confusion.
Conclusion: The findings suggest that value priorities constitute a fundamental factor in the development of identity styles and psychological capital among university students. Stronger value systems appear to foster positive psychological resources and adaptive identity formation. In contrast, codependency seems to be more closely associated with identity-related processes than with value preferences themselves. These results highlight the importance of incorporating value-based educational and counseling interventions to promote students’ psychological well-being and personal development.
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