Academic and social self-concept: effects of teaching styles and gender in English as a foreign language setting

Marwa Alrajhi*, Said Aldhafri

*المؤلف المقابل لهذا العمل

نتاج البحث: المساهمة في مجلةمراجعة النظراء

4 اقتباسات (Scopus)

ملخص

This study examined the relationship between academic and social self-concept and teachers’ teaching styles (authoritative, authoritarian and permissive). The participants included 511 school students (53.2% females). They completed the Self-Definition Questionnaire (SDQ-I) and the Teacher Authority Questionnaire. Data were analysed to predict self-concept from teaching styles. On the one hand, females’ academic self-concept was positively predicted by authoritative and permissive teaching. However, their social self-concept was only predicted by permissive teaching. On the other hand, males’ academic and social self-concepts were not predicted by any of the teaching styles. Teaching styles seem to support learning self-concept in female students more strongly than in male students. The findings contribute to social cognitive theories when applied to cross-cultural settings.

اللغة الأصليةEnglish
الصفحات (من إلى)44-49
عدد الصفحات6
دوريةJournal of Psychology in Africa
مستوى الصوت25
رقم الإصدار1
المعرِّفات الرقمية للأشياء
حالة النشرPublished - 2015

ASJC Scopus subject areas

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