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

Marwa Alrajhi*, Said Aldhafri

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

4 Citations (Scopus)

Abstract

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.

Original languageEnglish
Pages (from-to)44-49
Number of pages6
JournalJournal of Psychology in Africa
Volume25
Issue number1
DOIs
Publication statusPublished - 2015

Keywords

  • Omani tenth graders
  • academic self-concept
  • social self-concept
  • teaching styles

ASJC Scopus subject areas

  • Psychology(all)

Fingerprint

Dive into the research topics of 'Academic and social self-concept: effects of teaching styles and gender in English as a foreign language setting'. Together they form a unique fingerprint.

Cite this