Relation of Classroom Emotional Intelligence and Classroom Psychosocial Climate to School Well-Being: The Mediating Role of Basic Psychological Needs Satisfaction at School
Subject Areas : روان‌شناسی تحولیNajmeh Hatef 1 , Farideh Yousefi 2
1 - MA in Educational Psychology, Shiraz University
2 - PhD
Associate Professor in
Shiraz University
Keywords: Basic Psychological Needs, classroom emotional intelligence, class psychosocial climate, school well-being,
Abstract :
T he aim of the present study was to examine the mediating role of basic psychological needs satisfaction at school in the relationship between class psychosocial climate and classroom emotional intelligence with school well-being. Participants were 384(183 girls, 201 boys) secondary school students from Shiraz city which selected via random multistage cluster sampling method. To examine research variables, all participants completed Brief Adolescents' Subject Well-Being in School Scale (Tian, Wang, & Huebner, 2015).Adolescent Students' Basic Psychological Needs at School Scale (Tian, han, & Huebner, 2014), Basque Group Trait Meta-Mood Scale (Aritzeta et al, 2016), and My Class Inventory (Fraser et al., 1995), in their regular classes. The results of structural equation modeling showed that dimensions of class psychosocial climate and classroom emotional intelligence could significantly predict basic psychological needssatisfaction at school, and also basic psychological needs satisfaction were statistically significant predictors of school well-being. Moreover, findings showed that basic psychological needssatisfaction at school played a mediating role in the relationship between class psychosocial climate and classroom emotional intelligence with school well-being. According to the research findings, it can be concluded that improving class psychosocial climate and classroom emotional intelligence as well as basic psychological needssatisfaction at school can be effective in promoting students’ school well-being.
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