Testing the structural model of basic psychological needs and academic engagement: The mediating role of academic self-efficacy and academic emotions

Document Type : Original Article

Authors

1 Ph.D. student Educational Psychology, Semnan University, Semnan .Iran

2 Department of educational sciences, Faculty of psychology and educational sciences, Semnan University, Semnan, Iran

3 Department of clinical psychology, Faculty of psychology and educational sciences, Semnan University, Semnan, Iran

Abstract

Introduction: The aim of this study was to test the structural model of basic psychological needs with academic involvement with the mediating role of self-efficacy and academic emotions.
Method: The participants were 325 (225 girls and 100 boys) first and second-year high school students in Kerman who were selected by random cluster sampling. All of them completed the questionnaires of basic psychological needs, academic self-efficacy, academic excitement, and academic engagement. The relationships between the variables were tested by structural equation modeling using LISREL software.
Results: The findings showed that on the one hand, basic psychological needs had a direct effect on self-efficacy, emotions, and academic engagement, and on the other hand, they had an indirect effect on academic engagement through self-efficacy and academic emotions. Furthermore, academic self-efficacy had a direct effect on academic emotions and academic engagement, as well as, it had an indirect effect on academic engagement due to emotions.
Discussion and Conclusion: For students' academic engagement, several antecedents should be considered. Basic psychological needs, academic emotions, and self-efficacy are factors that can influence academic engagement, and the implications of the findings were discussed.
 
 

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