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 More
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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Target of research was to Study Relationship between basic psychological needs and self-Knowledge with preferred teaching style by mediation role of critical thinking skills in primary school teachers in Urmia. The research was correlational. The population was primary More
Target of research was to Study Relationship between basic psychological needs and self-Knowledge with preferred teaching style by mediation role of critical thinking skills in primary school teachers in Urmia. The research was correlational. The population was primary school teachers In area 1 of Urmia education in the academic year of 2016-2017 (1570 persons). A sample of randomly stratified by gender, with 310 Morgan table was set. Data were collected using questionnaires, Basic psychological needs (Guardia, Deci and Ryan, 2000), Self-consistency (Ghorbani, Watson and Hargys, 2008), Preferred teaching style (Mousapour, 1998) and Short form of critical thinking skills (Watson and Glaser, 1980) obtained and with software SPSS, and with Pearson correlation test and Sobel test were analyzed. Results showed Basic psychological needs with preferred teaching style negative relationship; Self-Knowledge with preferred teaching style positive relationship have but Basic psychological needs, Self-Knowledge and the preferred teaching style with Critical thinking skills, there was no relationship. Among Basic psychological needs and Self-Knowledge with preferred teaching style by mediation Critical thinking skills there was no relationship.
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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 Is More
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
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The aim of the present study was to determine the relationship between the variables of autonomy theory (autonomy need, merit and dependency) with the students´ social intelligence. The statistical population included 386 Zanjan Islamic Azad University students wi More
The aim of the present study was to determine the relationship between the variables of autonomy theory (autonomy need, merit and dependency) with the students´ social intelligence. The statistical population included 386 Zanjan Islamic Azad University students with age range from 18 to 39. The sampling method was stratified sampling. To gather the data two kinds of questionnaires namely. Psychological need satisfaction scale and the social intelligence scale were used. The descriptive and inferential statistics (Pearson's correlation) were used to test the hypotheses. The results showed that there was a positive signification difference between the autonomy and merit need satisfaction with social intelligence, while there was a negative significant difference between the dependency need satisfactions with social intelligence. The results also showed that there wasn’t any relationship between gender and social intelligence. The satisfaction of the essential psychological needs can be effective on increasing social intelligence but it is still in its primary stages.
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