Showing 2 results for Self-Concept
Jafar Bahadorikhosroshahi, Reza Nasirpourkakolond,
Volume 18, Issue 52 (3-2026)
Abstract
The aim of the present study was to determine the role of addiction to virtual social networks, academic self-concept, and perception of parenting style on predicting students' academic quality of life. This study was applied in terms of purpose and descriptive and correlational in terms of methodology. The statistical population was the first-year high school students of Ilkhechi County in the academic year 2024-2025, from which 250 people were selected and studied using the Morgan table and cluster random sampling method. For data collection, Anderson and Burke's Academic Quality of Life questionnaire, Turrell and Serenko's Addiction to Virtual Social Networks, Yi-Sen Chen's Academic Self-Concept, and Grolink et al.'s Perception of Parenting Style were used. Data analysis was performed using Pearson's correlation coefficient and multiple regression analysis (simultaneous). The results of the study showed that there is a negative and significant relationship between addiction to virtual social networks and the components of habit, addiction, and high involvement with the quality of academic life. There is also a positive and significant relationship between academic self-concept and the components of general and educational self-concept and the perception of the parenting style of the mother and father with the quality of academic life. On the other hand, the results of the regression analysis showed that the variables of addiction to virtual social networks (habit, addiction, and high involvement), academic self-concept (general, educational, and non-educational self) and the perception of the parenting style of the mother and father are able to predict the quality of academic life. Therefore, paying attention to reducing addiction to social networks and improving the academic self-concept and parenting style of the mother and father can play an important role in increasing the academic quality of students in school.
Mrs. Masoumeh Mohammadi, Dr Hamidreza Hassanabadi, Dr Mehdi Arabzadeh, Dr Javad Kavousian,
Volume 18, Issue 52 (3-2026)
Abstract
Although previous studies have examined motivating and demotivating teaching styles within the framework of the circumplex model of teaching, the link between teachers’ self-concept and these styles has remained understudied. The present study aimed to investigate how teachers’ self-concept and gender can predict motivating and demotivating teaching styles. Based on a priori power analysis for multiple regression with a medium effect size, a sample of 80 secondary school teachers in Tehran during the 2022–2023 academic year was selected through multistage cluster sampling. Data were collected by using the School Situations Questionnaire by Aelterman et al. (2019) (α = 0.77), the Teacher Self-Concept Questionnaire Retelsdorf et al. (2014) (α = 0.86). Data analysis employed descriptive statistics, independent t-tests, Pearson’s correlation coefficients, and multiple regression. The findings showed no significant gender differences except for the controlling style, in which male teachers scored higher. Furthermore, teachers’ self-concept was positively and significantly related to motivating teaching styles (autonomy-supportive and structured) and explained 13–24% of their variance, whereas it was not associated with demotivating styles (controlling and chaotic). The results highlight the importance of self-concept in shaping motivating teaching and provide practical implications for teacher education aimed at strengthening teachers’ positive self-perceptions.
