The Role of Satisfying of Basic Psychological Needs and Goal Orientation in Predicting Academic Engagement of University Students

Subject Areas : Educational Psychology

Fatemeh  Shariati ¹ (Department of Psychology, Urmia Branch, Islamic Azad University, Urmia, Iran)
Ali  Zeinali ² (Department of Psychology, Khoy Branch, Islamic Azad University, Khoy, Iran)

Received: 2021-01-30 Accepted : 2021-07-03 Published : 2022-05-22

Keywords: Basic Psychological Needs, goal orientation, Academic Engagement,

Abstract :

Present research aimed to determine the role of satisfying of basic psychological needs and goal orientation in predicting academic engagement of university students. This study was cross-sectional from type of correlation. The research population was all students of Islamic Azad University of Urmia branch in 2019-20 academic years with number of 13000 students, which from them based on Cochran's formula 400 students were selected by available sampling method as a sample. The research instruments were the satisfying of basic psychological needs scale (Deci & Ryan, 2000), revised goal orientation scale (Elliot & Murayama, 2008) and academic engagement questionnaire (Schaufeli & et al, 2002). Data were analyzed by Pearson correlation coefficients and multiple regression with enter model in SPSS-19 software. The findings showed that need to autonomy, competence, relatedness and goal orientation of mastery approach, mastery avoidance, performance approach and performance avoidance had a positive and significant relationship with academic engagement. Also, the variables of satisfying of basic psychological needs and goal orientation significantly could 63 percent of variance of academic engagement (P<0.05) that in this prediction the variables of need to competence and performance goals of approach and avoidance had not significant effect (P>0.05). Therefore, to improve the academic engagement of students can be satisfied the basic psychological needs and taught each of the goal orientation, which satisfying the need to autonomy and teaching mastery approach goal should be priority

References:

اسلامی، محمدعلی؛ درتاج، فریبرز؛ سعدی‌پور، اسماعیل و دلاور، علی (1397). مدل‌یابی علی اشتیاق تحصیلی: بر مبنای عملکرد تحصیلی حمایت‌شده، عزت‌نفس و خودکارآمدی درسی در دانشجویان دوره کارشناسی دانشگاه امیرکبیر تهران. دوفصلنامه راهبردهای شناختی در یادگیری، 6(10): 57-75.

اقدامی، زهرا و یوسفی، فریده (1397). رابطه بین نیازهای اساسی روانشناختی و درگیری تحصیلی با واسطه‌گری خودکارآمدی. فصلنامه مطالعات روانشناسی تربیتی، 15(29): 37-72.

رحمتی، مهری و محمدی، فرحناز (1396). رابطه جهت‌گیری هدف فردی، ادراک از جهت‌گیری هدف کلاس و جهت‌گیری هدف والدین با فرسودگی تحصیلی دانش‌آموزان دختر دبیرستانی شهر کرمانشاه. مجله رویش روانشناسی، 6(1): 111-130.

شکری، امید؛ تمیزی، نوشین؛ آزاد عبدالله‌پور، محمد و تقوایی‌نیا، علی (1394). اعتباریابی و رواسازی نسخه تجدیدنظرشده پرسشنامه هدف پیشرفت در دانشجویان. دوفصلنامه راهبردهای شناختی در یادگیری، 3(4): 107-122.

صیف، محمدحسین. (1395). تدوین مدل علی تعلل‌ورزی تحصیلی بر اساس جهت‌گیری هدف تحصیلی با نقش واسطه‌ای درگیری تحصیلی و خودکارآمدی تحصیلی. دوفصلنامه راهبردهای شناختی در یادگیری، 4(6): 117-103.

عرب‌زاده، مهدی (1396). رابطه نیازهای اساسی روانشناختی با سرزندگی ذهنی در سالمندان. مجله سالمند، 12(2): 170-179.

عزیزی، بهنام و اوجی‌نژاد، احمدرضا (1398). نقش واسطه‌گری اشتیاق تحصیلی در رابطه بین جهت‌گیری هدف و خودکارآمدی تحصیلی. فصلنامه رهیافتی نو در مدیریت آموزشی، 10(3): 315-335.

فرج‌زاده، پروین؛ غضنفری، احمد؛ چرامی، مریم و شریفی، طیبه (1399). اثربخشی آموزش سرمایه‌های روانشناختی بر اهمال‌کاری تحصیلی دانشجومعلمان دختر با اشتیاق تحصیلی پایین. فصلنامه پژوهش در یادگیری آموزشگاهی و مجازی، 7(4): 31-42.

قدمی، غزاله؛ زارع، مریم و رحیمی، مهدی (1398). نقش ویژگی‌های شخصیتی و ابعاد محیط ارتباطی خانواده در درگیری تحصیلی با واسطه‌گری اشتیاق. فصلنامه پژوهش در یادگیری آموزشگاهی و مجازی، 7(2): 9-20.

کریمی، سعید و ستوده، بهنوش. (1396). نقش میانجی خودکارآمدی تحصیلی در رابطه بین ارضای نیازهای بنیادین رواننشاختی و درگیری تحصیلی دانشجویان کشاورزی غرب ایران. مجله پژوهش مدیریت آموزش کشاورزی، 9(42): 136-151.

کهزادی، محمد؛ یاراحمدی، یحیی؛ احمدیان، حمزه و جدیدی، هوشنگ. (1399). پیش‌بینی مسئولیت‌پذیری تحصیلی بر اساس بافت اجتماعی کلاس با واسطه‌گری ارضای نیازهای اساسی روان‌شناختی و اشتیاق تحصیلی. مجله مطالعات آموزش و یادگیری، 12(1): 1-29.

یعقوبخانی غیاثوند، مرضیه؛ اسدزاده، حسن، سعدی‌پور، اسماعیل؛ دلاور، علی و درتاج، فریبرز (1397). اشتیاق تحصیلی نوجوانان بر اساس خودشفقت‌ورزی، ارضای نیازهای بنیادی روانشناختی و احساس امنیت اجتماعی (یک مطالعه پنل ناهمزمان). فصلنامه نوآوری‌های آموزشی، 17(67): 23-46.

Arabzadeh, M. (2017). Relationship between basic psychological needs and mental vitality in the elderly. Salmand: Iranian Journal of Ageing, 12(2): 170-179 [In Persian].

Azizi, B., & Ojinezhad, A. R. (2019). Intermediation role of academic passion in the relationship between goal orientation and academic self- efficacy. Journal of New Approaches in Educational Administration, 10(39): 315-336 [in Persian].

Bean, C., Harlow, M., & Kendellen, K. (2017). Strategies for fostering basic psychological needs support in high quality youth leadership programs. Evaluation and Program Planning, 61: 76-85.

     doi: 10.1016/j.evalprogplan.2016.12.003

Cowden, R. G., Mascret, N., & Duckett, T. R. (2021). A person-centered approach to achievement goal orientations in competitive tennis players: Associations with motivation and mental toughness. Journal of Sport and Health Science, 10(1): 73-81.

Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4): 227-268. doi: 10.1016/j.jshs.2018.10.001

Eghdami, Z., & Yousefi, F. (2018). Relationship between basic psychological needs and academic engagement with mediating role of self-efficacy. Journal of Educational Psychology Studies, 15(29): 37-72 [in Persian].

Elliot, A. J., & McGregor, H. A. (2001). A 2 x 2 achievement goal framework. Journal of Personality and Social Psychology, 80(3): 501-519. doi: 10.1037//0022-3514.80.3.501

Elliot, A. J., & Murayama, K. (2008). On the measurement of achievement goals: Critique, illustration, and application. Journal of Educational Psychology, 100(3): 613-628. doi: 10.1037/0022-0663.100.3.613

Eslami, M. A., Dortaj, F., Saedipoor, E., Delavar, A. (2018). The causal modeling of academic engagement based on supported academic performance, self-esteem and self-efficacy among undergraduate students at Amir Kabir university. Biquarterly Journal of Cognitive Strategies in Learning, 6(10): 57-75 [In Persian].

Farajzadeh, P., Ghazanfari, A., Choramy, M., & Sharifi, T. (2020). The effectiveness of training psychological capitals on academic procrastination of female teacher-students with low academic engagement. Research in School and Virtual Learning, 7(4): 31-42 [In Persian].

Ghadami, Gh., Zare, M., & Rahimi, M. (2019). The role of personality traits and family communication environment in academic engagement with passion mediation. Research in School and Virtual Learning, 7(2): 9-20 [In Persian].

Gremmen, M. C., Vanden Berg, Y. H. M., Steglich, C., Veenstra, R., & Dijkstra, J. K. (2018). The importance of near-seated peers for elementary students' academic engagement and achievement. Journal of Applied Developmental Psychology, 57: 42-52. doi: 10.1016/j.appdev.2018.04.004

Janke, S., & Dickhauser, O. (2019). A neglected tenet of achievement goal theory: Associations between life aspirations and achievement goal orientations. Personality and Individual Differences, 142: 90-99. doi: 10.1016/j.paid.2019.01.038

Jin, G., & Wang, Y. (2019). The influence of gratitude on learning engagement among adolescents: The multiple mediating effects of teachers' emotional support and students’ basic psychological needs. Journal of Adolescence, 77: 21-31. doi: 10.1016/j.adolescence.2019.09.006

Kahzadi, M., Yarahmadi, Y., Ahmadian, H., & Jadidi, H. (2019). Predicting academic responsibility based on the social context of the classroom with the mediation of the satisfaction of basic psychological needs and academic enthusiasm. Journal of Teaching and Learning Studies, 12(1): 1-29. [In Persian]

Karimi, S., & Sotoodeh, B. (2018). Mediating role of academic self-efficacy in the relationship between basic psychological needs satisfaction and academic engagement among agricultural students in the west Iran universities. Agricultural Education Administration Research, 9(42): 136-151 [In Persian]

Kazak, Z. (2018). Profiles of basic psychological needs in exercise settings: An examination of differences in contextual motivation, affect, and achievement goals. International Journal of Environmental Research and Public Health, 15(12): 1-11. doi: 10.3390/ijerph15122871

Kohzadi, M., Yarahmadi, Y., Ahmadian, H., & Jadidi, H. (2020). Predicting academic responsibility based on classroom social context mediated by the satisfaction of basic psychological needs and academic engagement. Studies in Learning & Instruction, 12(1): 1-29 .

Larose, S., & Feng, B. (2017). Achievement goals and engagement with academic work in early high school: Does seeking help from teachers matter? The Journal of Early Adolescence, 39(2): 222-252. doi: 10.1177/0272431617737626

Larson, K. E., Bottiani, J. H., Pas, E. T., Kush, J. M., & Bradshaw, C. P. (2019). A multilevel analysis of racial discipline disproportionality: A focus on student perceptions of academic engagement and disciplinary environment. Journal of School Psychology, 77: 152-167. doi: 10.1016/j.jsp.2019.09.003

Lin, Y., Cherng, B., Chen, H., & Peng, S. (2017). The moderating effects of goal orientations and goal structures on test-preparation strategies for Taiwanese students. Learning and Individual Differences, 56: 68-75. doi: 10.1016/j.lindif.2017.04.004

Liu, S., & Liu, M. (2020). The impact of learner metacognition and goal orientation on problem-solving in a serious game environment. Computers in Human Behavior, 102: 151-165. doi: 10.1016/j.chb.2019.08.021

Rahmati M, Mohamadi F. (2017). Relationship between goal orientation and perception of classroom goal structure and parents goal orientation with academic burnout among kermanshahhigh school female students. Rooyesh, 6(1): 111-130 [In Persian]

Roebken, H. (2007). The influence of goal orientation on student satisfaction, academic engagement and achievement. Electronic Journal of Research in Educational Psychology, 5(3): 679-704.

Schaufeli, W. B., Salanova, M., Gonzalez-Roma, V., & Bakker, A. B. (2002). The measurement of engagement and burnout: A two sample confirmatory factor analytic approach. Journal of Happiness Studies, 3: 71-92. doi: 10.1023/A:1015630930326

Seif, M. (2016). The causal model of academic procrastination based on goal orientations with the mediating role academic engagement and academic self-efficacy. Biquarterly Journal of Cognitive Strategies in Learning, 4(6): 103-117 [In Persian]

Shokri, O., Tamizi, N., Azad Abdollahpoor, M., & TaghvaeeNiya, A. (2015). Validation of the achievement goal questionnaire-revised among university students. Biquarterly Journal of Cognitive Strategies in Learning, 3(4): 107-122 [In Persian]

Ting, J. K. S., Tan, V. M., & Voon, M. L. (2020). Factors influencing student engagement in higher education institutions: Central to sustainability and progression of the institution. European Journal of Molecular & Clinical Medicine, 7(8): 468-473.

Viorel, M., Mih, C., & Dragos, V. (2015). Achievement goals and behavioral and emotional engagement as precursors of academic adjusting. Social and Behavioral Sciences, 209: 329-336. doi: 10.1016/j.sbspro.2015.11.243

Wang, L., & Yan, F. (2018). Emotion regulation strategy mediates the relationship between goal orientation and job search behavior among university seniors. Journal of Vocational Behavior, 108: 1-12. doi: 10.1016/j.jvb.2018.05.011

Wang, Y., Tian, L., & Huebner, E. S. (2019). Basic psychological needs satisfaction at school, behavioral school engagement, and academic achievement: Longitudinal reciprocal relations among elementary school students. Contemporary Educational Psychology, 56: 130-139. doi: 10.1016/j.cedpsych.2019.01.003

Xie, X., Wang, Y., Wang, P., Zhao, F., & Lei, L. (2018). Basic psychological needs satisfaction and fear of missing out: Friend support moderated the mediating effect of individual relative deprivation. Psychiatry Research, 268: 223-228. doi: 10.1016/j.psychres.2018.07.025

Yaghoobkhani Ghiasvand, M., Asadzade, H., Sa'dipour, I., Delavar, A., & Dortaj, F. (2018). Adolscents' academic engagement based on self-compassion, satisfaction of basic psychological needs and social safeness: A cross-lagged panel model. Quarterly Journal of Educational Innovations, 17(3): 23-46 [In Persian].

Yu, J. H., Chae, S. J., & Chung, Y. S. (2018). Do basic psychological needs affect student engagement in medical school? Korean Journal of Medical Education, 30(3): 237-241. doi: 10.3946/kjme.2018.98

Zhang, Y., Qin, X., & Ren, P. (2018). Adolescents' academic engagement mediates the association between Internet addiction and academic achievement: The moderating effect of classroom achievement norm. Computers in Human Behavior, 89: 299-307. doi: 10.1016/j.chb.2018.08.018

Zhen, R., Liu, R., Ding, Y., Liu, Y., Wang, J., & Xu, L. (2018). The moderating role of intrinsic value in the relation between psychological needs support and academic engagement in mathematics among Chinese adolescent students. International Journal of Psychology, 53(4): 313-320. doi:10.1002/ijop.12374