Excellence of Students’ Social Behavior through Social Marketing Mix Tools: A Qualitative Analysis Based on Strauss Method
Keywords:
Excellence, social behaviors, social marketing, mixed toolsAbstract
The objective of this study was to design a paradigmatic model for promoting students’ social behavior excellence based on the 7Ps of the social marketing mix. This qualitative research employed a grounded theory approach. Data were collected through semi-structured interviews with 18 experts in behavioral sciences, education, and marketing from schools, universities, and organizations. Sampling was purposeful and continued until theoretical saturation was reached. Data analysis was conducted in three stages—open, axial, and selective coding—using MAXQDA software, guided by Strauss and Corbin’s framework of causal conditions, contextual factors, intervening conditions, strategies, and consequences. A total of 801 raw concepts were extracted, leading to 102 open codes and 29 axial codes. Causal conditions included positive social interaction models, self-efficacy, education and awareness, rewards, social norms, and students’ attitudes. Contextual factors were environmental, cultural-social, and family conditions, digital media, and school environment. Intervening factors involved self-concept, modeling, peer interactions, teacher and manager role models, and supportive resources. Strategies focused on stress management, family and social support, media and technology use, cultural-social development in schools, and social skills training. Consequences encompassed sustainability of positive changes, improved educational efficiency, enhanced psychological and social well-being, greater student motivation and participation, enriched educational environments, and strengthened prosocial behaviors. The study demonstrates that social marketing, through the use of mix tools, provides an effective framework for enhancing students’ social behavior excellence. The proposed model, by integrating causal, contextual, and intervening factors with strategic actions, leads to positive educational and social outcomes. This framework offers valuable guidance for policymakers and practitioners aiming to institutionalize prosocial behaviors among students.
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