The Role of Using Virtual Social Networks in Social Identity and Teacher-Student Relationship

The purpose of this study is to investigate the role of using virtual social networks in social identity and the teacher-student relationship. The present study was a cross-sectional study with a descriptive-analytical approach that was conducted as a survey. The statistical population of the present study included all female high school students in South Khorasan province who were studying in the academic year 2018- 2019. Sampling was performed by cluster random sampling. First, in each city by cluster sampling, a few first secondary schools were randomly selected, then after receiving the license, by referring to the education office of each school and based on the list of students, individuals were randomly selected and studied by stratified sampling. It placed. The sample size of the research is equal to 200 people. The instruments used in this study were the standard questionnaire by using virtual social networks Shi, Luo, Yang, Liu, & Cai (2014), the teacher-student relationship questionnaire of Murray & Zvoch (2010) and the Caravani social identity questionnaire (2014). Structural equations were used to measure the correlation of variables in case of normality assumption using SPSS software. The results showed that the use of virtual social networks has a positive and significant relationship with the national, ethnic, religious and global identity of female high school students in South Khorasan province. There is also a significant relationship between the use of social networks and the teacher-student relationship.