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Introduction: Based on previous research findings, identity styles and responsibility have important influences on behavior in adolescences. Identity styles are a mix of skills, ideologies and childhood assimilations that make a coherent and integrated totality and provide continuity of past and a direction for future. Responsibility is a kind of commitment that a person accepts for his own values, believes, job and family. Thus, the main aim of this study is finding the relationship between identity styles and responsibility with educational achievement in 15-18 year-old adolescents in Tehran. Method: Descriptive method (correlation) has been used. Population has been all of the students of district 3 who studied at public high schools in Tehran. (4676 students). Six hundred students were selected by multi-stage cluster sampling. Students completed the Berzonsky Identity Styles Inventory and California Responsibility Questionnaire. Also, educational average of two semesters in years 2008 and 2009 were obtained from school files. Data was analyzed by stepwise regression. Findings: There was a significant relationship between informative identity styles, normative identity styles and responsibility with educational achievement but not with avoidance / diffusion identity style. Conclusion: Results of this study have shown that there is a relationship between identity styles and responsibility with education achievement and this relationship does not differ between the two sex.

Keywords: educational achievement, females, identity styles, responsibility, Tehran.

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