Mrs. Masoumeh Mohammadi, Dr Hamidreza Hassanabadi, Dr Mehdi Arabzadeh, Dr Javad Kavousian,
Volume 18, Issue 52 (3-2026)
Abstract
Although previous studies have examined motivating and demotivating teaching styles within the framework of the circumplex model of teaching, the link between teachers’ self-concept and these styles has remained understudied. The present study aimed to investigate how teachers’ self-concept and gender can predict motivating and demotivating teaching styles. Based on a priori power analysis for multiple regression with a medium effect size, a sample of 80 secondary school teachers in Tehran during the 2022–2023 academic year was selected through multistage cluster sampling. Data were collected by using the School Situations Questionnaire by Aelterman et al. (2019) (α = 0.77), the Teacher Self-Concept Questionnaire Retelsdorf et al. (2014) (α = 0.86). Data analysis employed descriptive statistics, independent t-tests, Pearson’s correlation coefficients, and multiple regression. The findings showed no significant gender differences except for the controlling style, in which male teachers scored higher. Furthermore, teachers’ self-concept was positively and significantly related to motivating teaching styles (autonomy-supportive and structured) and explained 13–24% of their variance, whereas it was not associated with demotivating styles (controlling and chaotic). The results highlight the importance of self-concept in shaping motivating teaching and provide practical implications for teacher education aimed at strengthening teachers’ positive self-perceptions.
Dr Zahra Kermani Mamazandi, Mrs Maryam Abbasi Eskandari,
Volume 18, Issue 52 (3-2026)
Abstract
The present study aimed to predict resilience based on early maladaptive schemas and emotional self-regulation with the mediating role of family emotional climate in female students. The research method was descriptive-correlational based on structural equation modeling. The statistical population of the study included all female high school students in Chenaran city, Mashhad in the academic year 1403-1404, numbering 2100 people, of whom 325 were selected based on Morgan's table and using a random cluster sampling method. They answered the questionnaires of Young's early maladaptive schemas, Connor and Davidson's resilience, Hoffman and Kashden's emotional self-regulation, and Hillburn's emotional climate. Pearson correlation and structural equation modeling (path analysis) methods were used to analyze the data. The results of the Pearson correlation test showed that there is a significant negative relationship between early maladaptive schemas, resilience, and family emotional climate. There is also a significant positive relationship between emotional self-regulation, resilience, and family emotional climate. The results of structural equation modeling showed that early maladaptive schemas and emotional self-regulation have an indirect negative effect on resilience through the mediating role of the family emotional climate. The results also indicated that the family emotional climate mediates the relationship between early maladaptive schemas and resilience, as well as the relationship between emotional self-regulation and resilience. Based on the findings, psychologists and counselors can, by teaching self-regulation and enhancing resilience in students, take a step toward promoting students' adaptive functioning in challenging situations.
