Quarterly Journal of Social Development
(Previously Human Development)

Quarterly Journal of Social Development (Previously Human Development)

A Sociological Examination of the Relationship between Educational Socialization and the Dimensions of Individualism: An Application of Triandis’s Individualism Theory among Female Upper Secondary Students in Shiraz

Document Type : Research Paper

Authors
1 Professor, Department of Social Sciences, University of Mazandaran, Mazandaran, Iran
2 Master of Social Sciences, University of Mazandaran, Mazandaran, Iran
Abstract
The growing competition for academic achievement has reinforced individual-oriented values and challenged social cohesion within educational environments. Individualism refers to the tendency to emphasize personal identity, autonomy, and superiority over others. Drawing on Triandis’s theory of individualism, this study empirically investigates the relationship between educational socialization and individualism and its dimensions. The innovative aspect of this research lies in assessing individualism among female upper secondary students in Shiraz. The statistical population consisted of all female students enrolled in upper secondary schools in Shiraz during the 2023–2024 academic years. Using stratified random sampling, a sample of 379 students was determined based on Cochran’s formula, and data were collected through a researcher-designed questionnaire. To evaluate validity and reliability, face validity and the Cronbach’s alpha technique were employed. Descriptive findings indicated that vertical individualism showed the highest frequency (62%) among respondents, while horizontal individualism was predominantly at a moderate level (42%). A notable finding was the strong inclination (80%) of participants to pursue higher education up to postgraduate levels. Inferential analysis revealed that students majoring in experimental sciences exhibited higher levels of vertical individualism compared to those in the humanities. Moreover, horizontal individualism was more prevalent among students aspiring to advanced academic degrees, particularly doctoral studies. Multiple regression analysis demonstrated that students who had internalized academic norms displayed higher levels of horizontal individualism. These findings are consistent with Triandis’s theoretical framework, suggesting that educational socialization plays a significant role in shaping individualistic patterns among students. The results hold important implications for educational policymaking and curriculum design.
Keywords
Subjects

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