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 language | English |
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Pages (from-to) | 44-49 |
Number of pages | 6 |
Journal | Journal of Psychology in Africa |
Volume | 25 |
Issue number | 1 |
DOIs | |
Publication status | Published - 2015 |
Keywords
- Omani tenth graders
- academic self-concept
- social self-concept
- teaching styles
ASJC Scopus subject areas
- Psychology(all)