Prediction of students' educational engagement based on personality dimensions and basic psychological needs
Subject Areas : Journal of Excellence in counseling and psychotherapy
Vida Kabiri
1
(
Graduate Student of Educational Psychology, Faculty of Psychology and Educational Sciences, Kharazmi University, Tehran, Iran
)
Mehdi Arabzadeh
2
(
Assistant Professor of Educational Psychology, Faculty of Psychology and Educational Sciences, Kharazmi University, Tehran, Iran
)
Ghasem Ghasemi Asl
3
(
Graduate Student of Educational Psychology, Faculty of Psychology and Educational Sciences, Kharazmi University, Tehran, Iran.
)
Keywords: personality dimensions, Academic Engagement, basic psychological needs,
Abstract :
Purpose: Higher educational institutions are looking for factors influencing the educational achievement of the younger generation of society. In this context, academic engagement is one of the concepts that attracted the attention of many scholars. The purpose of this study was to investigate the contribution of each of the components of personality dimensions and basic psychological needs to the academic engagement of students. Method: This research was descriptive and correlational and the statistical population of the study consisted of 200 students (100 females and 100 male) from Kharazmi University students in the academic year of 1995-96. They were selected by stratified random sampling method. Personality dimension questionnaires (Costa and McCarey, 1992) completed the basic psychological needs (Deci and Ryan, 2000) and academic engagement (Zarang, 1391). Data analysis was done by stepwise regression method. Findings: The findings of this study showed that among the components of personality dimensions, only two components of responsibility and mental disorder (in total 21%), as well as among the components of the basic psychological needs of the two components of autonomy and competence (total of 3 / 19%) share the prediction of students' academic engagement. Conclusion: The basic psychological needs in educational and family environments can be effective on the internal motivation and as a result of school homework and academic engagement of learners.
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