The Role of the Family in Shaping the Emotional Dimension of Students’ Social Identity from the Perspective of Teachers
Keywords:
family, identity, social identity, emotional identityAbstract
This study aimed to examine the impact of the family on the formation of the emotional dimension of students' social identity from the perspective of upper elementary school teachers (grades 4, 5, and 6) during the 2022–2023 academic year. The research adopted a qualitative approach, with an applied objective and a descriptive nature. Purposeful sampling was conducted based on the principle of theoretical saturation, and 30 upper-elementary school teachers from the city of Saveh were selected as participants. Data were collected using an open-ended, researcher-made questionnaire and were analyzed manually and using MAXQDA 10 software. Two overarching concepts, 13 categories, and 27 subcategories were identified from the data. Analysis of the data and participants’ perspectives revealed that teachers believe the family influences the emotional dimension of social identity formation in two ways: consciously (providing emotional support to children, preparing them for social participation, involving them in decision-making, recommending the Ahl al-Bayt as role models, gamifying the practice of manners and ethics, encouraging reflection on ethical and social issues, and attending to physiological needs) and unconsciously (family members’ relationships, the family’s role-modeling function, the living environment, economic management, peer groups, and media). According to upper-elementary school teachers, the unconscious influence of the family has a more significant impact on the development of the emotional dimension of adolescents’ social identity. The findings of this study can be utilized by scholars, students, and stakeholders in the fields of family studies, child development, and education.
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