The Relationship of School Culture with Academic Achievement, Basic Psychological Needs and Academic Self-Regulation in Students

The purpose of the study was to investigate the relationship between school culture and academic achievement, basic psychological needs, and academic self-regulation in students. This is a descriptive-correlation study. The statistical population of the study was all secondary high school students in the Lashar region (Sistan and Baluchestan province). 323 students entered the study by stratified random sampling method. Data collection instruments were school culture (Alexander & Sadh, 1997), basic psychological needs (Guardia, Desi & Ryan, 2000), and academic self-regulation (Bouffard, Boisvert, Vezeau & Larouche, 1995) questionnaires. Grade Point Average was used to measure academic achievement. Pearson correlation coefficient and stepwise regression were used to analyze the data. The finding showed that school culture has a positive and significant relationship with academic achievement (r=0.558), basic psychological needs (r=0.699), and academic self-regulation (r=0.581). Also, school culture has been able to predict 31.8%, 50.5%, and 34.7% of the variance of academic achievement, basic psychological needs, and academic self-regulation, respectively. According to the results, it is possible to help satisfy basic psychological needs and strengthen students chr('39')academic self-regulatory strategies by improving studentschr('39') relationships with teachers and peers, expressing educational expectations, and designing appropriate educational opportunities.