The Relationship Between Classroom Emotional Intelligence and Classroom Psychosocial Climate with School Well-Being: The Mediating Role of Basic Psychological Needs Satisfaction

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Hatef Najmeh; YOUSEFI FARIDEH

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Journal Paper

Paper Information

Journal: DEVELOPMENTAL PSYCHOLOGY (JOURNAL OF IRANIAN PSYCHOLOGISTS) Year:2019 | Volume:16 | Issue:61 Page(s): 3-22

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Information Journal Paper

Title

The Relationship Between Classroom Emotional Intelligence and Classroom Psychosocial Climate with School Well-Being: The Mediating Role of Basic Psychological Needs Satisfaction

Author(s)

Hatef Najmeh | YOUSEFI FARIDEH | Issue Writer Certificate

Keywords

basic psychological needsQ1

classroom emotional intelligenceQ1

class psychosocial climateQ1

school well-beingQ1

Abstract

The aim of the present study was to examine the mediating role of basic psychological needs satisfaction at school in the relationship between class psychosocial climate and classroom emotional intelligence with school well-being. Participants were 384 (183 girls, 201 boys) secondary school students from Shiraz city which selected via random multistage cluster sampling method. To examine research variables, all participants completed Brief Adolescents' Subject Well-Being in School Scale (Tian, Wang, & Huebner, 2015). Adolescent Students' basic psychological needs at School Scale (Tian, han, & Huebner, 2014), Basque Group Trait Meta-Mood Scale (Aritzeta et al, 2016), and My Class Inventory (Fraser et al., 1995), in their regular classes. The results of structural equation modeling showed that dimensions of class psychosocial climate and classroom emotional intelligence could significantly predict basic psychological needs satisfaction at school, and also basic psychological needs satisfaction were statistically significant predictors of school well-being. Moreover, findings showed that basic psychological needs satisfaction at school played a mediating role in the relationship between class psychosocial climate and classroom emotional intelligence with school well-being. According to the research findings, it can be concluded that improving class psychosocial climate and classroom emotional intelligence as well as basic psychological needs satisfaction at school can be effective in promoting students’ school well-being. b

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APA: Copy

Hatef, Najmeh, & YOUSEFI, FARIDEH. (2019). The Relationship Between Classroom Emotional Intelligence and Classroom Psychosocial Climate with School Well-Being: The Mediating Role of Basic Psychological Needs Satisfaction. DEVELOPMENTAL PSYCHOLOGY (JOURNAL OF IRANIAN PSYCHOLOGISTS), 16(61 ), 3-22. SID. https://sid.ir/paper/101203/en

Vancouver: Copy

Hatef Najmeh, YOUSEFI FARIDEH. The Relationship Between Classroom Emotional Intelligence and Classroom Psychosocial Climate with School Well-Being: The Mediating Role of Basic Psychological Needs Satisfaction. DEVELOPMENTAL PSYCHOLOGY (JOURNAL OF IRANIAN PSYCHOLOGISTS)[Internet]. 2019;16(61 ):3-22. Available from: https://sid.ir/paper/101203/en

IEEE: Copy

Najmeh Hatef, and FARIDEH YOUSEFI, “The Relationship Between Classroom Emotional Intelligence and Classroom Psychosocial Climate with School Well-Being: The Mediating Role of Basic Psychological Needs Satisfaction,” DEVELOPMENTAL PSYCHOLOGY (JOURNAL OF IRANIAN PSYCHOLOGISTS), vol. 16, no. 61 , pp. 3–22, 2019, [Online]. Available: https://sid.ir/paper/101203/en

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