Students’ Sapioemotionality and its Manifestation in Persian Language Textbooks in Junior High Schools

Education’s pivotal role in shaping cultural and identity elements is evident in its influence on both individuals and elites. This study explores sapioemotionality, referring to the emotional responses experienced by junior high school students when encountering elites. Persian language textbooks are considered crucial for cultural awareness. This study examines the portrayal of elites in these textbooks. Sapioemotionality, encompassing positive and negative convergence and divergence at individual and social levels, focuses on emotions elicited by elites’ presence. A total of 917 junior high students from various disciplines and levels participated in the study, completing the Sapioemotionality Questionnaire. The findings indicate significant gender disparities, with girls exhibiting higher sapioemotionality and a specific fascination with female elites. Tenth-grade students exhibited higher levels of sapioemotionality, which varied depending on their field of study. Mathematics-physics students demonstrated lower levels of sapioemotionality compared to literature and humanities, and experimental sciences students. A qualitative analysis of Persian Language textbooks, suggesting a shortfall in addressing sapioemotionality, with 76% of students perceiving a lack of attention to elites. These necessities textbook revisions that align with students’ emotional responses and cultural values, ensuring a more engaging and culturally relevant educational experience.