The Educational Role of the Family in Shaping the Cognitive Dimension of Sixth-Grade Students’ Social Identity from the Perspective of Teachers
Keywords:
adolescent, social identity, cognitive dimension of social identity, family, educationAbstract
Objective: The aim of this study was to investigate the educational role of the family in shaping the cognitive dimension of sixth-grade students' social identity from the perspective of teachers during the 2022–2023 academic year. Methods and Materials: This research employed a qualitative approach, had an applied objective, and adopted a descriptive nature. Participants were selected using purposive sampling based on the principle of theoretical saturation, and 30 sixth-grade teachers from the city of Saveh were chosen as subjects. Data were collected through an open-ended researcher-developed questionnaire and were manually analyzed and coded using MAXQDA 10 software. Findings: The study identified five main categories and twelve indicators. The findings indicated that components such as recognition of abilities and talents, enhancement of self-confidence, communication skills, problem-solving readiness, and social participation—mediated by the family’s parenting style—play a significant role in influencing the cognitive dimension of students’ social identity. Moreover, the authoritative parenting style was found to have the most significant impact on the development of students’ cognitive self-concept. Conclusion: The results of this study may serve as a foundation for designing intervention programs for parents and schools.
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