An Investigation into Students Sapioemotionality and its Manifestation in Persian Language Textbooks of Junior High schools

The crucial role of education in instilling cultural and identity components cannot be overstated. As a result, textbooks are critical in fostering an awareness of individuals and elites. The purpose of this study was to ascertain the level of sapioemotionality prevalent among junior high school students and the frequency with which elites were addressed in their Persian Language textbooks. Sapioemotionality is concerned with the degree to which emotions are elicited when witnessing or hearing about elites, and it has positive and negative convergence and divergence qualities at both the individual and social levels. Using the sapioemotionality Questionnaire, the author investigated the sapioemotionality of 917 junior high school (tenth, eleventh, and twelve grades) students (mean 16.51 years) in the fields of literature and humanities, experimental sciences, mathematics, and physics. On both an individual and social level, the t-test demonstrated that girls had greater sapioemotionality than boys. According to a one-way ANOVA and post-hoc test comparing educational levels, tenth-grade students had higher sapioemotionality than the other two levels, while math and physics students had lower sapioemotionality than the other two disciplines (literature, humanities, and experimental sciences). A qualitative analysis of Persian Language textbooks revealed that the level of attention paid to elites was restricted to presenting a brief work by a famous poet, which falls short of students' sapioemotionality demands, and 76% of students believed that no attention was paid to elites in Persian textbooks, stressing the importance of revising textbooks based on students' sapioemotionality and cultural emolings.