Sociological Explanation of Social Identity among Upper Secondary School Students in Eastern Golestan Province
Keywords:
Social identity, religious beliefs, family educational performance, school educational content, mass media, social networks and globalizationAbstract
Purpose: This study aimed to sociologically explain social identity among upper secondary school students in Eastern Golestan Province based on religious beliefs, family educational functioning, school educational content, mass media, social networks, globalization, migration and social mobility, and socioeconomic status.
Methodology: This quantitative, descriptive-survey, cross-sectional, and applied study was conducted among 32,326 upper secondary school students in Azadshahr, Ramian, Aliabad-e Katul, Gonbad-e Kavus, Minudasht, Galikesh, Kalaleh, and Maraveh Tappeh. Based on the Krejcie and Morgan table, 384 students were selected as the study sample. Data were collected using a questionnaire measuring social identity and the study predictors. Face and content validity were assessed through expert review, and internal consistency was evaluated using Cronbach's alpha. Data were analyzed in SPSS version 24 using Pearson correlation and multiple regression analysis.
Findings: Pearson correlation analysis showed that family educational functioning was positively associated with social identity (r=0.53, p<0.001). Positive associations were also found for school educational content (r=0.49, p<0.001), religious beliefs (r=0.46, p<0.001), socioeconomic status (r=0.38, p<0.001), and mass media (r=0.21, p<0.001). In contrast, globalization (r=-0.24, p<0.001), social networks (r=-0.18, p<0.001), and migration and social mobility (r=-0.16, p=0.002) were negatively associated with social identity. The multiple regression model was significant (F(8,375)=48.77, p<0.001) and explained 51% of the variance in social identity. Family educational functioning (β=0.25), school educational content (β=0.21), religious beliefs (β=0.19), and socioeconomic status (β=0.15) were the strongest positive predictors, whereas globalization (β=-0.14) and social networks (β=-0.11) were significant negative predictors.
Conclusion: Students' social identity is a multidimensional outcome of the simultaneous influence of family, school, religious beliefs, socioeconomic conditions, and contemporary media and global forces; therefore, strengthening family and school socialization while improving media literacy may contribute to greater social belonging and cohesion among adolescents.
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Copyright (c) 2025 Forouzan Mirdar (Author); Rahmatollah Amir Ahmadi; Mohammad Reza Naeimi (Author)
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