Predicting Academic Engagement based on Academic Identity and Self-Directed Learning Mediates the Basic Psychological Needs

Subject Areas : Journal of Excellence in counseling and psychotherapy

Ali Sepahvand ¹ , Nader Monirpour ² , Majid Zargham Hajebi ³

1 - PhD Student in Educational Psychology, Qom Branch, Islamic Azad University, Qom, Iran.
2 - Associate Professor, Department of Psychology, Qom Branch, Islamic Azad University, Qom, Iran.
3 - Associate Professor, Department of Psychology, Qom Branch, Islamic Azad University, Qom, Iran.

Received: 2021-10-22 Accepted : 2022-04-10 Published : 2022-05-22

Keywords: Basic Psychological Needs, Students, Academic Engagement, Academic identity, learning self-direction,

Abstract :

Purpose: The present study was conducted with the aim of Predicting academic engagement based on academic identity and self-directed learning mediates the basic psychological needs learning through mediation and self-determination. Methodology: This research is applied in terms of purpose and correlational in terms of descriptive method. The study population consists of all twelfth grade female students of Robat Karim and Parand counties in the academic year 2019-2020. The research sample was 305 twelfth grade female students of Robat Karim and Parand cities who were selected by multi-stage cluster sampling. Students responded to the Academic Conflict Questionnaire (Rio, 2013), Academic Identity (Waz Wisxon, 2008), Learning Self-Guidance (Fisher, 2001), and Self-Determination (Ryan and Deci, 2000). After collecting the data, they were analyzed using Spss-24 and Amos-21 software and Pearson correlation coefficient and structural equations. The assumed model was fitting in the research community. Findings: The results of the analysis showed that the mediating role of self-determination in the relationship between academic identity and learning self-direction with academic engagement is positive and significant and the proposed model explains 43% of the variance of students' academic engagement. Conclusion: Based on the research findings, it was found that the effect of academic identity and learning self-direction is more indirect than self-determination and through self-determination. As a result, students' self-determination and academic engagement increase with increasing academic identity and self-direction.