مدل ساختاری ارتباط بین حمایت از نیازهای اساسی روانشناختی و پیشرفت تحصیلی با نقش میانجی خودنظم دهی و امید در دانش آموزان

مسعود  طوطی چوبر; جواد مصرآبادی; معصومه  آزموده

Authors

Masoud Tooti Choobar Department of Psychology, Ta.C., Islamic Azad University, Tabriz, Iran Author https://orcid.org/0009-0008-6544-4514
Javad Mesrabadi Professor, Department of Educational Psychology, Faculty of Psychology and Educational Sciences, Shahid Madani University of Azerbaijan, Tabriz, Iran. https://orcid.org/0000-0001-7717-2298
Masumeh Azmudeh Department of Psychology and Counseling, Ta.C., Islamic Azad University, Tabriz, Iran Author https://orcid.org/0000-0003-1534-9814

Keywords:

academic achievement, basic psychological needs, self, regulation, hope

Abstract

Introduction and Aim: Academic achievement among students is of great importance for improving the future of society. This research was conducted with the aim of investigating the structural model of the relationship between supporting basic psychological needs and academic achievement with the mediating role of self-regulation and hope in students.

Methodology: The current research was a descriptive-correlational study. The statistical population of the research included all the second high school students of Astara city in the academic year of 2021-2022, numbering 6365 people. The statistical sample consisted of 330 people who were selected by stepwise cluster sampling. Data collection tools included self-regulation scale, satisfaction of basic psychological needs, Snyder hope scale and students' academic grade point average. Data analysis was done using Pearson correlation and structural equation analysis in SPSS version 26 and AMOS version 21.

Findings: Data analysis showed that supporting basic psychological needs had a direct and positive effect on self-regulation with a coefficient of 0.519, on hope with a coefficient of 0.439 and on academic achievement with a coefficient of 0.320. Self-regulation had a direct and positive effect with a coefficient of 0.232 and hope had a direct and positive effect with a coefficient of 0.274 on academic achievement (P<0.05). The investigation of indirect effects showed that the indirect effect of supporting basic psychological needs on academic achievement through self-regulation with a coefficient of 0.113 and through hope with a coefficient of 0.101 were significant.

Conclusion: The results indicate the importance of creating educational environments that respond to the basic psychological needs of students and increase self-discipline and hope in students and provide the basis for improving their academic achievement.