Basic Psychological Needs

Purpose: The aim of this study was to investigate the role of cognitive emotion regulation in predicting high-risk behaviors mediated by the well-being of 14-17 year old girls in Saravan city. Methodology: This research was descriptive and correlational and was conducted by structural equation modeling based on the partial least squares approach. The statistical population included all 14 to 17 year old male students in Saravan in the academic year 2019-20, and 400 of them were selected by random sampling. The collection tools included questionnaires of prevalence of high-risk behaviors Zadeh محمدi (2008), cognitive emotion regulation of Garnefski et al. (2002). The collected data were analyzed using Pearson correlation coefficient in SPSS software and structural equation model by Lisrel software. Findings: Findings from Pearson correlation coefficient showed that there is a significant positive and negative correlation between the total score of high-risk behaviors with emotion regulation and school well-being at 99% confidence level, respectively, and the structural equation model shows the indirect effect of high-risk behaviors with emotion regulation with School welfare mediation was significant with a coefficient of 0.78, so it can be said that high-risk behaviors with emotion regulation have a significant relationship with school welfare mediation. Conclusion: According to the research results, the hypothesis that the level of high-risk behaviors in female adolescent students can be predicted based on emotional behaviors and mediation of school well-being was confirmed

Perpose: The purpose of this study was to investigate the psychometric properties of the Friendship Self-Regulation Questionnaire (SRQ-F) in students. Methodology: In a descriptive-correlation and validation study, 216 and 226 graduate students from Ferdowsi University of Mashhad selected through multi-stage sampling method. Data were collected using the Friendship Self-Regulation Questionnaire (Ryan & Connell, 1989), Basic Need Satisfaction in Relationships (LaGuardia, et all, 2002) and Subjective Vitality Scale-State level Version (Ryan & Frederick, 1997). Internal consistency, exploratory and confirmatory factor analysis and criterion validity were analyzed. Findings: The results showed that the scale had four-factor structure with the variance explained 67.20%. The confirmatory factor analysis was confirmed. The scale had good construction reliability. The criterion validity confirmed in relation to basic need satisfaction in relationships and subjective vitality in friendship (P≤0.01). Conclusion: The Friendship Self-Regulation Questionnaire (SRQ-F) had good internal consistency as well as exploratory and confirmatory validity in students. This questionnaire can be used as a valid instrument in future studies.

The objective of this study was to examine the relationship between basic psychological needs and achievement goals and students' adjustment. The research method was correlation, and the study’s population included all students of Kharzmi University. The sample consisted of 200 students (i.e., 100 females and 100 males) who were selected through convenience sampling method. The instrument included Basic Psychological Needs scale (Guardia, Deci & Ryan, 2000), Midgley’s Goal Orientations scale (GOS) (1998) and Farahbkhsh’s College Adjustment scale (CAS). The data were analyzed using descriptive and inferential statistics, including Pearson correlation coefficient, and multiple linear regression. The result showed that there were significant positive relationships between the psychological needs, autonomy, competence and social, academic, emotional adjustment and self-discovery. Moreover, there were significant positive relationships between mastery goal achievement, social, academic and emotional adjustment, attachment to the field of study or the university and self-discovery. In addition, there was a positive relationship between approach-performance achievement and attachment to the field and the university. The results also showed that none of the dimensions of psychological needs and achievement goals could explain the students’ adjustment.

The present research was conducted to investigate the causal model of relationship between basic psychological needs and academic resilience in online education with the mediating role of ambiguity tolerance. The current research was applied in terms of purpose and correlational in terms of method. The population of the current research was Rahman Institute of Higher Education’s student studying in the academic year 2021-2022. Two hundred and seven students out of the population were selected through convenience sampling method. The data collection tool in the present research included The Basic Needs Satisfaction in General Scale (BNSG-S), Academic Resilience Inventory (ARI), and ambiguity tolerance (AT). Then the data were analyzed through structural equation method using SPSS 22 and Smart PLS 3 software. The research results showed that basic psychological needs positively and directly affect academic resilience (P<0.05). Moreover, the results revealed that ambiguity tolerance had a direct and positive effect on academic resilience (P<0.05). On the other hand, the indirect effect of basic psychological needs on academic resilience was confirmed through ambiguity tolerance (p<0.05); Therefore, it can be concluded that students whose basic psychological needs were satisfied more, had more tolerance for ambiguity; they were also more academically resilient; in the meantime, providing basic needs was especially important; Therefore, higher education administrators of the country should strive to develop these abilities in students.The present research was conducted to investigate the causal model of relationship between basic psychological needs and academic resilience in online education with the mediating role of ambiguity tolerance. 

Investigating learners' motivational factors from Basic Psychological Needs (BPN) has been prevalent in a foreign/second language domain, but there is a dearth of well-documented research on ESP instruction. This study addressed the void by scrutinizing ESP learners' BPN of relatedness, competence, and autonomy using a validated and reliable BPN instrument to assess online ESP practices and challenges within unideal EFL situations. A total of 617 ESP students and 94 ESP lecturers from 14 universities across provincial areas of Indonesia participated in the study. A mixed-method design administering questionnaire and interview was applied to draw ESP students' BPN from the perspective of lecturers and students. The results revealed significant differences between lecturers' and learners' perceptions regarding several indicators of relatedness, competence, and autonomy categories. While the lecturers' questionnaire and interviews reported that the ESP students had an acceptable level of engagement with wider ESP communities, the students mentioned their low engagement with content lecturers, stakeholders/experts, and communities. These differences are then utilized as a stepping stone to design a more 'ideal' ESP program using a specific BPN framework to enhance ESP lecturers' and students' specific English and content knowledge under the online learning platforms. The study implies that to help ESP students learn English, online ESP programs should be collaboratively designed by involving English lecturers, content lecturers, ESP stakeholders from relevant fields, and technology-related materials that meet English and specific content knowledge needs.

Objective: This research was conducted with the aim of causal modeling of resilience based on basic psychological needs with the mediation of attachment styles in students from single-parent families.Methods:  The current research was carried out through the descriptive-correlation method (path analysis). The statistical population included all students studying in Mohaghegh Ardabili University in the first half of the 2018-2019 academic year. Among them, 170 people were selected using the available sampling method and answered the Basic Psychological Needs questionnaire of Ryan et al. (2000), Hazen et al.'s Attachment Styles (1987), and Connor et al.'s Resilience (2003). The obtained data were analyzed using structural equation modeling by smart pls3 software.Results: The results showed that basic psychological needs had a direct and significant effect on resilience, and the indirect effect of basic psychological needs through the mediation of attachment styles was confirmed. The results of regression analysis showed that the predictive variables predicted about 30 % of the resilience variation.Conclusion: It is suggested that experts in the field of mental health use the findings of the present study in the framework of their educational and intervention programs, especially in working with children of single-parent families.

Purpose: This study aimed to investigate the critical determinants of perceived well-being in friendship relationships during emerging adulthood. Methodology: A sample of 726 undergraduate students at Ferdowsi University of Mashhad was selected during the Fall semester of 2021-2022 through the convenience sampling method.They completed the Interpersonal Behaviors Questionnaire (IBQ; Rocchi et al., 2017), the Compassionate and Self-image Goals Scale (CSIGS; Crocker & Canevello, 2008), the Basic Need Satisfaction in Relationships Scale (BNS-RS; La Guardia et al., 2000), the Interpersonal Needs Questionnaire (INQ-10; Bryan., 2011), the Friendship Self-Regulation Questionnaire (SRQ-F; Ryan & Connell, 1989), Interpersonal Behaviors Questionnaire-Self (IBQ-self; Rocchi et al., 2017), the State Level Subjective Vitality Scale (SVS-SL; Ryan & Frederick, 1997), the Perceived Relationship Quality Component (PRQC; Fletcher et al., 2000), and the The Basic Empathy Scale (BES; Jolliffe & Farrington, 2006). Data analysis was conducted using Partial Least Squares Structural Equation Modeling. All statistical analyses were conducted using SPSS.25, AMOS.24, and SmartPLS 3.3.3. Findings: The perceived support of basic psychological needs by friends (β=.204), the perceived thwarting of basic psychological needs by friends (β=-.147), the goal in friendship relationships (β=.234), the satisfied basic psychological needs (β=.124), the frustrated psychological needs (β=-.116), and the friendship self-regulation (β= .023) had significant indirect effects on perceived well-being in friendship relationships (p<0.05). Conclusion: The findings demonstrate that self-determination theory provides a coherent framework for explaining perceived well-being in friendships.