جستجوی مقالات مرتبط با کلیدواژه "نیازهای بنیادین روان‏ شناختی" در نشریات گروه "علوم تربیتی"

Today, virtual activities have become one of the main aspects in daily life, and one of the important issues related to this activity, especially for students, is Internet addiction This research was conducted with the aim of investigating the relationship between Internet attitude and Internet addiction through the mediation of the satisfaction of basic psychological needs of students of the first secondary school in Sabzevar city. The present research method was descriptive-correlation. For this purpose, a sample of 374 people was selected from among all the students of the first year of high school in Sabzevar city, referring to the Morgan table and the available random sampling method. To collect information, the Internet Attitude Questionnaire of Haqat et al. (2017), the Internet Addiction Questionnaire of Young (1998) and the Basic Psychological Needs Questionnaire of Guardia et al. (2000), all of which had adequate validity and reliability, were used. The data were analyzed based on Pearson's correlation test and regression. The results showed that there is a positive and significant relationship between Internet attitude and basic needs with Internet addiction, and the correlation coefficient between them was equal to (0.48) and (0.75), respectively. Also, the results of the Sobel test regarding the role of fundamental mediators in the relationship between Internet attitude and Internet addiction were positive and significant. The results of the current research in reducing and adjusting the use of the Internet should be given to the authorities so that they can do better with the regulation and programs in this regard.

The aim of this study was to investigate the relationship between self-knowledge and academic procrastination by mediating role of satisfaction of basic psychological needs and cyberspace addiction in secondary school students. The method of this research was correlational of structural equations. The research population was all secondary students (N= 7450) in Malayer city. Sample group (n= 515) was selected based on Cochran formula and cluster random sampling. Each participant completed a questionnaire including Academic Procrastination Scale, Basic Psychological Needs Scale, Cyberspace Addiction scale, and Integrative Self-Knowledge Questionnaire. Data were analyzed by Pearson correlation and path analysis method using SPSS-26 and AMOS-24. The results showed that the direct effects of self-knowledge on basic psychological needs (autonomy, competence, and relatedness) (β > 0.35) and cyberspace addiction (β = -0.50) were significant. Among the basic needs, the effect of the need for competence on procrastination was significant (β = 0.36), while the needs of relatedness and autonomy had no significant effects on procrastination. The effect of cyberspace addiction on procrastination was also significant (β = 0.46). The indirect effect of self-knowledge on academic procrastination through basic psychological needs and cyberspace addiction was also significant (β = -0.49). Research findings show that self-knowledge can be effective in reducing academic procrastination by satisfying basic psychological needs and reducing cyberspace addiction. Therefore, by providing an environment that supports basic needs in school and family, students' academic procrastination can be prevented.

The aim of this study was to examine the structural relationships between cohesive self-knowledge, self-control and basic psychological needs with the job attitudes of primary school teachers. The statistical population included all primary school teachers in Khoy city in the academic year 1399-1400 from among whom 302 people were selected as a sample via relative stratified random sampling method using Monte Carlo simulation method. For data collection, questionnaires of cohesive self-knowledge of Ghorbani et al. (2008), Tangni and Baumistro Boone self-control questionnaire (2004), questionnaire of basic psychological needs of Guardia, et al. (2000) and job attitude questionnaire developed by Yazdanpanah (2014) were used. The face validity of the questionnaires was confirmed by some academic experts and the internal reliability was obtained through Cronbach's alpha coefficient which turned out to be 0.84, 0.78, 0.80 and 0.79. respectively. Kolmogorov-Smirnov test was used to test the normality of the data and due to the abnormality of the data distribution, structural equation analysis via Smart PLS software was used to test the hypotheses. The results of data analysis showed that cohesive self-knowledge, self-control and basic psychological needs have a positive and significant relationship with the job attitude of elementary teachers. The results show that by providing conditions for improving teacher skills in individual dimensions, we can facilitate the quality of teaching process.

The present study aimed to investigate the mediating role of perceived social support in the relationship between basic psychological needs and externalizing behavior problems. The research design was descriptive-correlational and the Statistical population included all the senior high school students in Urmia city in 2018-2019. The sample included of 372were selected by using the random cluster sampling method. The participants completed the Multidimensional Scale of Perceived Social Support by Zimet et al (1988), Basic Psychological Needs Scale by Deci & Ryan (2000), and Youth Self-report Scale by Achenbach & Rescorla (1991). The results of structural equation modeling indicated that Satisfying basic psychological needs had a negative direct effect on externalizing behavior problems and the Satisfying basic psychological needs had a negative indirect effect on externalizing behavior problems through perceived social support. The findings suggested the importance of basic psychological needs and perceived social support in reducing externalizing behavior problems.

The purpose of this study was to investigate the relationship between basic psychological needs and the sense of connectedness with School with the role of social self-efficacy mediators in secondary high school students. The research method was descriptive- correlational. The statistical population of the study consisted of all secondary high school students in mashhad in the academic year of 1397-98. The sample consisted of 369 students (boys and girls) selected by multistage cluster sampling. the tools of this study included the satisfaction psychological needs scale in relationship (La Guardia, Ryan, Couchman, & Deci, 2000), the Adolescents' Social Self-efficacy Questionnaire (Connolly,1989), and the sense of connectedness with School questionnaire (Brew, Beatty, and Watt , 2005). Data were analyzed using pearson correlation coefficient and structural equation modeling. The results of the path analysis showed that there is a direct and significant effect between satisfying the basic psychological needs of teachers with social self-efficacy and the sense of connectedness with School. So that the basic Psychological needs and social self-efficacy account for 55 percent of the change in the sense of connectedness with School. Students social self-efficacy seems to play a mediating role in relation to basic Psychological needs and the sense of connectedness with School.

The aim of present study was predicting marital satisfaction based on personality traits and basic psychological needs with mediating role of mental health among mothers of gifted girls. The present study was a correlational descriptive study. The statistical population of this research consisted of mothers of gifted high school students attending in the first grade. In this study, 245 mothers were selected using random cluster sampling. The tools used were NEO-Personality Inventory General Health Questionnaire, Basic Need Satisfaction in General, and Afrooz Marital Satisfaction Scale (AMSS). Data were analyzed using path analysis and modeling of structural equations by AMOS software using Chi-square test, Comparative fit index (CFI), and root-mean-square error of approximation (RMSEA). The results showed that among personality traits, Neuroticism had a negative impact on satisfaction of mothers and conscientiousness and extroversion showed positive effects (p <0.01). Basic psychological needs showed to have positive and significant effect on satisfaction of mothers (p<0.05). Mental health showed to have negative and significant effect on satisfaction of mothers (p<0.05).It was evident that mental health has mediated negatively the effect of Neuroticism on satisfaction. And effect of extroversion and conscientiousness on satisfaction was mediated negatively and significantly by mental health. Also, mental health has mediated positively the effect of basic psychological needs on satisfaction (p<0.05). Personality traits (neuroticism negatively, and conscientiousness and extroversion positively) and also basic psychological needs influence satisfaction of mothers of gifted girls by mediating role of mental health. Therefore, in this area, considering the basic needs, personality traits and basic psychological needs, we should implement a family-centered program to increase marital satisfaction.

The aim of this study is to examine the relationship between basic psychological needs satisfaction and achievement motivation with students’ academic achievement. Through correlation study of structural equation modeling selected 248 students in the first grade of secondary schools in Asadabad city by using cluster multiple stage sampling. To check tools validity, used exploratory and confirmatory factor analysis and to ensure reliability used Cronbach's alpha coefficient. The coefficient reliability of psychological basic needs questionnaire was 0.77 and for academic achievement motivation was 0.78. Results show that the model has goodness of fit with data. Direct effects of amotivation on academic achievement, autonomy on intrinsic and extrinsic motivation, and competence on the intrinsic and extrinsic motivation was significant. Total effect of competence on academic achievement was significant. Based on the developed model, psychological basic needs, and academic achievement motivation could have explain 33 percent of the variance of academic achievement. Therefor, it can be concluded that achievement motivation (amotivation) has mediating role between psychological basic needs, and academic achievement.