A Comparative Analysis of Excellence Categories in Students’ Social Behaviors with Theoretical Foundations
Keywords:
excellence, social behavior, students, education, familyAbstract
Purpose: This study aims to conceptualize excellence-oriented categories of students’ social behaviors and examine their alignment with dominant psychological and sociological theories.
Methodology: The research employed a qualitative design based on grounded theory using the Strauss and Corbin approach. Data were collected through semi-structured interviews with 18 experts in behavioral sciences and educational sciences, and sampling continued until theoretical saturation was reached. Data analysis was conducted through open, axial, and selective coding using MAXQDA software, resulting in the development of a paradigmatic model.
Findings: The analysis identified coherent categories across causal, contextual, intervening, strategic, and outcome dimensions. Within the strategic dimension, five core domains emerged: internal management (stress regulation), external support (family and social networks), environmental infrastructure (school culture), interaction tools (media and technology), and individual competence (social skills). Comparative analysis indicated a strong conceptual alignment between the extracted categories and established theories of social behavior and social learning.
Conclusion: The proposed model offers a theoretically grounded and practice-oriented framework that can support educational policymakers and practitioners in promoting sustainable excellence in students’ social behaviors.
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Copyright (c) 2025 Parivashsadat Firoozabadi (Author); Fardin Batmani; Saman Sheikhesmaeili (Author)
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