Predicting Academic Satisfaction Based on Psychological Needs with the Mediating Role of Class-Related Emotion and Early Maladaptive Schemas
Subject Areas : Educational Psychology
Fatemeh Zamani
1
(
PhD Student in Psychology and Educational Sciences, Semnan University
)
Alimohammad Rezaei
2
(
Associate Professor, Department of Educational Psychology, Faculty of Psychology and Educational Sciences, Semnan University, Semnan, Iran.
)
Keywords: Psychological needs, early maladaptive schemas, Academic Satisfaction, Class-Related Emotion,
Abstract :
The aim of the current research was to predict academic satisfaction based on psychological needs with the mediating role of Class-Related Emotion and early maladaptive schemas. In this correlational description, with a random cluster method, 741 students aged 13 to 14 years old in 15th district of Tehran in 1400 were selected as a sample and were asked to answer the basic psychological needs questionnaire of Desi (2000), the Dusseldorf Child Schema Picture Questionnaire (DISC) Luez, Mayer and Petroski (2018), the Class-Related Emotion Scales, derived from the academic emotions questionnaire (AEQ) Pekrun et al (2005) and the academic satisfaction subscale, derived from the multi-dimensional life satisfaction (Höbner, 2001). The data were analyzed using partial least squares (PLS) software. The results showed that psychological needs variable with the mediation of positive and negative academic emotions and initial incompatible plans have a significant effect in explaining academic satisfaction and the overall effect of this change on academic satisfaction is also significant. Therefore, satisfying basic psychological needs can increase positive Class-Related Emotion, decrease negative Class-Related Emotion, and decrease initial incompatible schema and so it can increase academic satisfaction. Based on the results, educational psychologists can simultaneously play an important role in Class-Related Emotion and early maladaptive schemas and improve academic satisfaction by considering the basic psychological needs, and thus they can eliminate the factors that cause them to be discouraged with their lessons and education.
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Carmona–Halty, M., Salanova, M., Llorens, S & et all. (2019). How psychological capital mediates between study–related positive emotions and academic performance. Journal of Happiness Studies, 20(2): 605-617.
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Celik, P., & Storme, M. (2018). Trait emotional intelligence predicts academic satisfaction through career adaptability. Journal of Career Assessment, 26(4): 666-677.
Chen, K. C., & Jang, S. J. (2010). Motivation in online learning: Testing a model of self-determination theory. Journal of Computers in Human Behavior, 752-741, 26.
Cheon, S. H., Reeve, J., Lee, Y., & et all. (2018). why autonomy-supportive interventions work: Explaining the professional development of teachers’ motivating style. Teaching and Teacher Education, 69, 43-51.
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De Vos, A., & Soens, N. (2008). Protean attitude and career success: The mediating role of self-management. Journal of Vocational behavior, 73(3): 449-456.
Deci, E. L., & Ryan, R. M. (2008). Facilitating optimal motivation and psychological well- being across life’s domains. Canadian Psychology, 49, 14–23.
Deci, E. L., Olafsen, A. H., & Ryan, R. M. (2017). Self-determination theory in work organizations: The state of a science. Annual review of organizational psychology and organizational behavior, 4, 19-43.
Dhaqane, M. K., & Afrah, N. A. (2016). Satisfaction of Students and Academic Performance in Benadir University. Journal of Education and Practice, 7(24), 59-63.
Ebrahimi KouhBanani, Sh. (2011). The relationship between emotional intelligence and spiritual intelligence with life satisfaction in bright female high school students in Birjand city, master's thesis, Islamic Azad University, Qaynat branch (unpublished). [In Persian].
Faustino, B., & Vasco, A. B. (2020). Early maladaptive schemas and cognitive fusion on the regulation of psychological needs. Journal of Contemporary Psychotherapy, 50(2): 105-112.
Heidari, A. (2019). The role of satisfaction of basic psychological needs and self-directed motivation in academic success: from the perspective of self-determination theory. Rooyesh Scientific Journal of Psychology, 8(10), 63-70. [In Persian].
Jiang, J., Vauras, M., Volet, S., & et all. (2019). Teacher beliefs and emotion expression in light of support for student psychological needs: A qualitative study. Education Sciences, 9(2), 68.
Jonker, C. S., Koekemoer, E., & Nel, JA. (2015). Exploring a positive SWB model in a sample of university students in South Africa. Social Indicators Research; 121(3): 815 -832.
Kamari Songhor Abadi, S. (2016). Social cognition and academic satisfaction: The mediating role of achievement emotions. Social Cognition, 5(2): 136-154.
Li, J., Deng, M., Wang, X., & et all. (2018). Teachers' and parents' autonomy support and psychological control perceived in junior-high school: Extending the dual-process model of self-determination theory. Learning and Individual Differences, 68, 20-29.
Liu W, Tian L, Huebner ES & et all. (2015). Preliminary development of the elementary school students’ subjective well-being in school scale. Social Indicators Research; 120(3): 917-937.
Mdakane, M., Els, C. J., & Blignaut, A. S. (2016). An inductively derived research framework for student satisfaction in ODL: The higher education environment. Progressio, 38(1): 33-57.
Meneghel, I. Martínez, I. Salanova, M., & et all. (2019). Willey. Promoting academic satisfaction and performance: Building academic resilience through coping strategies. Psychology in the Schools. 56(6): 875-890.
Michelmore, R., Wicker, M., Laurenti, L., & et all. (2020). Uncertainty quantification with statistical guarantees in end-to-end autonomous driving control. In 2020 IEEE International Conference on Robotics and Automation (ICRA) (pp. 7344-7350). IEEE.
Mohammadi, G., Sheikholeslami, F., Chehrzad, M., & et all. (2020). the Relationship between Communication Skills and Early Maladaptive Schemas in Pediatric Nurses. Journal of Holistic Nursing and Midwifery, 30(4), 240-246.
MohammadNia, S. & MohammadNia, M. (2019). The relationship between early maladaptive schemas and resilience with life satisfaction among university students. Rooyesh Scientific Journal of Psychology, 8(9): 217-224. [In Persian].
Neufeld, A., & Malin, G. (2019). Exploring the relationship between medical student basic psychological need satisfaction, resilience, and well-being: a quantitative study. BMC medical education, 19(1): 1-8.
Nikdel, F., Jokar, A., & Noshadi, N. (2021). Perceptions of Classroom Environment, Satisfaction of Basic Psychological Needs, and Academic Emotions: The Mediating Role of Basic Psychological Needs. Education & Science/Egitim ve Bilim, 46(208).
Porter G, Tmpach K. (2017) the relationship between selfefficacy and academic performance. Journal of Vocational Behavior, 76, 1354-1265.
Puška, A., Puška, E., Dragić, L., & et all. (2021). Students’ satisfaction with E-learning platforms in Bosnia and Herzegovina. Technology, Knowledge and Learning, 26(1): 173-191.
Pekrun, R. (2005). Progress and problems in educational emotions research. Learning and instructions, (15), 497-506.
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