Relationship Enviromontal Factors with Academic Performance: Mediatory Roles Psychological Needs Self Regulation and Academic Emotions

The purpose of this study was to investigate the mediating role of basic psychological needs, motivational self-regulation and academic in relationship between supporting student›s academic autonomy support and academic performance in male and female student s of Karaj high school. Five hundred and twenty students from high schools located in north, west, East and center of (Karaj) were selected through multi stage sampling to assess the variables. The following scales and questionnaires were used: Basic Psychological Needs Scale, Academic Emotion Questionnaire Instructor Supports Student Autonomy Scale, Parents’ Supports Student Autonomy, Connectedness with Class Students Scale, Academic Motivation Scale and Academic Emotion Questionnaire. Finding of the study demonstrated that direct effect of the environmental factors supporting student’s academic autonomy on basic psychological needs was significant. Indirect effect instructor autonomy support on academic performance was not significant, but parent’s autonomy support and connectedness with class student was indirect significant effect on academic performance. Autonomy, relatedness, a motivation and class enjoyment has significant direct effect academic performance. In addition, indirect effect of autonomy, competence, relatedness, intrinsic motivation and extrinsic motivation on academic performance was significant. Therefore; basic psychological needs, motivational self-regulation and academic emotions has shown role mediating between the relationship environmental factors students’ academic autonomy support and academic performance.