RELATIONSHIP OF ENVIRONMENTAL, EDUCATIONAL FACTORS WITH SCHOOL WELLBEING: ROLE OF PSYCHOLOGICAL NEEDS, MOTIVATIONAL SELF-REGULATION AND ACADEMIC EMOTIONS

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KAVOUSIAN JAVAD; KADIVAR PARVIN; FARZAD VALIOLAH

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Journal: RESEARCH IN PSYCHOLOGICAL HEALTH Year:2012 | Volume:6 | Issue:1 Page(s): 10-25

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Title

RELATIONSHIP OF ENVIRONMENTAL, EDUCATIONAL FACTORS WITH SCHOOL WELLBEING: ROLE OF PSYCHOLOGICAL NEEDS, MOTIVATIONAL SELF-REGULATION AND ACADEMIC EMOTIONS

Author(s)

KAVOUSIAN JAVAD | KADIVAR PARVIN | FARZAD VALIOLAH | Issue Writer Certificate

Keywords

BASIC PSYCHOLOGICAL NEEDSQ1

MOTIVATIONAL SELFREGULATIONQ2

AUTONOMY SUPPORTQ1

ACADEMIC EMOTIONSQ2

SCHOOL WELLBEINGQ1

Abstract

The current study investigates the mediating role of BASIC PSYCHOLOGICAL NEEDS (autonomy competence and relatedness), motivational self-regulation (intrinsic motivation, extrinsic motivation and academic demotivation) and academic excitement (class enjoyment and learning hopelessness) in the relationship between environmental factors supporting student's academic autonomy and school well-being. Through multi stage cluster sampling, 520 male and female students were selected from Karaj’s high schools. The tools used in this study included teacher’s supporting student’s autonomy scale, parents’ supporting student’s autonomy scale, the scale of relationship with classmates, BASIC PSYCHOLOGICAL NEEDS scale, academic motivation scale, school well-being scale, and ACADEMIC EMOTIONS questionnaire. Data were analyzed by confirmatory factor analysis, cronbach alpha and structural equation modeling. Findings of the study demonstrated that teacher’s supporting student’s autonomy; parents’ supporting student’s autonomy and the relationships with the classmates had a significant and direct effect on the BASIC PSYCHOLOGICAL NEEDS. Furthermore, teacher’s supporting student’s autonomy through mediatory variables of the study didn’t have direct and significant effect on SCHOOL WELLBEING. However the indirect effect of parents’ supporting student’s autonomy was significant. Autonomy, relatedness, academic demotivation and class enjoyment had significant direct effect on school well-being. In addition, autonomy, competence, relatedness, academic intrinsic and extrinsic motivation had an indirect, significant effect on SCHOOL WELLBEING. Therefore, it can be concluded that BASIC PSYCHOLOGICAL NEEDS, motivational self-regulation and ACADEMIC EMOTIONS played a mediating role between the environmental variables supporting student’s autonomy and school well-being.

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APA: Copy

KAVOUSIAN, JAVAD, KADIVAR, PARVIN, & FARZAD, VALIOLAH. (2012). RELATIONSHIP OF ENVIRONMENTAL, EDUCATIONAL FACTORS WITH SCHOOL WELLBEING: ROLE OF PSYCHOLOGICAL NEEDS, MOTIVATIONAL SELF-REGULATION AND ACADEMIC EMOTIONS. RESEARCH IN PSYCHOLOGICAL HEALTH, 6(1), 10-25. SID. https://sid.ir/paper/133972/en

Vancouver: Copy

KAVOUSIAN JAVAD, KADIVAR PARVIN, FARZAD VALIOLAH. RELATIONSHIP OF ENVIRONMENTAL, EDUCATIONAL FACTORS WITH SCHOOL WELLBEING: ROLE OF PSYCHOLOGICAL NEEDS, MOTIVATIONAL SELF-REGULATION AND ACADEMIC EMOTIONS. RESEARCH IN PSYCHOLOGICAL HEALTH[Internet]. 2012;6(1):10-25. Available from: https://sid.ir/paper/133972/en

IEEE: Copy

JAVAD KAVOUSIAN, PARVIN KADIVAR, and VALIOLAH FARZAD, “RELATIONSHIP OF ENVIRONMENTAL, EDUCATIONAL FACTORS WITH SCHOOL WELLBEING: ROLE OF PSYCHOLOGICAL NEEDS, MOTIVATIONAL SELF-REGULATION AND ACADEMIC EMOTIONS,” RESEARCH IN PSYCHOLOGICAL HEALTH, vol. 6, no. 1, pp. 10–25, 2012, [Online]. Available: https://sid.ir/paper/133972/en

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