Arezoo Asfa; Khadijeh Abolmaali Alhosseini
Abstract
purpose of this study was to predict academic procrastination based on basic psychological needs with the mediation of psychological well-being. The research method was descriptive-correlational. The statistical population of this study consisted of undergraduate students of Shahid Rajaee Teacher Training ...
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purpose of this study was to predict academic procrastination based on basic psychological needs with the mediation of psychological well-being. The research method was descriptive-correlational. The statistical population of this study consisted of undergraduate students of Shahid Rajaee Teacher Training University in the 2016-2017 academic year. 420 participants were selected via multi-stage random sampling and completed questionnaires of academic procrastination (Savari’s, 2011), Basic psychological needs (Gardia, Desi Varian, 2000), and psychological well-being (Ryff and Keyes, 1995). The data were analyzed by structural equation modeling. The findings showed that all fitness indicators are in the accepted range and the assumed model is fitted with the collected data. The effect of basic psychological needs and psychological wellbeing on students' academic procrastination was negative and significant (P <0.05). Also, psychological well-being plays a negative and significant mediator role in the relationship between basic psychological needs and academic procrastination (P<0.01). The findings of this study reveal the role of psychological well-being and the basic psychological needs in explaining academic procrastination.
روانشناسی یادگیری
reza purhossein; sahar Ehsani; narges ensanimehr; Reza Nabizadeh
Abstract
Abstract The purpose of this study was to investigate the relationship between basic psychological needs and life satisfaction as well as the mediating role of Achievement motivation and psychological capital. The method used in this study was correlational, the path analysis. To do this research, 201 ...
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Abstract The purpose of this study was to investigate the relationship between basic psychological needs and life satisfaction as well as the mediating role of Achievement motivation and psychological capital. The method used in this study was correlational, the path analysis. To do this research, 201 male and female students (110 girls and 91 boys) from Tehran University were selected by available sampling method And responded to the Basic psychological needs, Life satisfaction, Achievement motivation, psychological capital. Data analysis was done using R software. The results showed that the designed model was well fited to the data. According to the findings of this study, the relationship between basic psychological needs and life satisfaction was positively and significantly evaluated. In addition to direct impact, basic psychological needs and life satisfaction through intermediate variables Achievement motivation and psychological capital also have an indirect relationship.In general, we can approve the positive role of these factors in process of life.
روانشناسی یادگیری
maryam motaghian; hasanpasha sharifi; malek mirhashemi
Abstract
The goal of this study is to explain the academic motivation in the students based on perceived motivational orientation of teachers and parents by mediation of basic psychological needs. To this end, a sample including 404 high school students of Hamedan schools has been chosen based on multistage-cluster ...
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The goal of this study is to explain the academic motivation in the students based on perceived motivational orientation of teachers and parents by mediation of basic psychological needs. To this end, a sample including 404 high school students of Hamedan schools has been chosen based on multistage-cluster sampling method. Then the scales of academic motivation, perceived motivational orientation of parents, perceived motivational orientation of teachers, and the basic psychological needs were conducted. The Data were analyzed according to structural equation modeling (SEM) method. The final model showed a special pattern of relationship between the study variables that explain respectively 44/0, 37/0, 22/0 of variances of intrinsic motivation, extrinsic motivation and amotivation. The fitness indicators of the model showed the proper fit with the data (χ2=1/81, P=0/61, GFI=1/00, AGFI=0/99, CFI=1/00, NFI=0/99, RMSEA=0/01). The direct effect of parents’ motivational orientation on the academic motivation was not supported, but was confirmed indirectly by mediation of psychological needs on intrinsic and extrinsic motivation and amotivation. Also, the direct and indirect effects of motivational orientation of teachers on three aspects of academic motivation were meaningful. The teachers’ motivational orientation was more explaining about the students’ academic motivation than parents’ motivational orientation that suggests the basic significance of the class atmosphere and teachers’ motivational orientation on the students’ academic motivation.
masoud Gholamali Lavasani; Hemin Khezriazar; Masoud Gholamali Lavasani; asadollah Maleki
Abstract
This research was conducted to study the relationship among basic psychological needs, academic motivation and students' academic engagement (in English language) in Structural Equation Modeling method. Using stratified sampling, 423 (127 males and 296 females) secondary and junior students were selected ...
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This research was conducted to study the relationship among basic psychological needs, academic motivation and students' academic engagement (in English language) in Structural Equation Modeling method. Using stratified sampling, 423 (127 males and 296 females) secondary and junior students were selected to participate in the study. They replied to the basic psychological needs, academic motivation and academic engagement Questionnaires. Structural equation modeling revealed that basic psychological needs satisfaction exerted a direct, significant influence upon intrinsic motivation, Identified regulation, Interjected regulation and an indirect one upon academic engagement. In addition, basic psychological needs had a negative direct influence upon amotivation, while the direct influence of related on extrinsic motivation was not significant. Intrinsic motivation, Interjected regulation and Identified regulation had a positive direct influence upon academic engagement, while the direct influence of related on amotivation was negative and significant. Additionally, the direct influence of related on extrinsic and interjected regulation was not significant. In general, findings of this study suggested basic psychological needs had influence on students' English language engagement through the meditational effects of academic motivation.
