Recent Innovations in Psychology

Recent Innovations in Psychology

The Relationship Between Basic Psychological Needs and Goal Orientation with Pupils' Academic Buoyancy

Document Type : Original Article

Author
Farzaneh Khodashahi
MSc. in Educational Psychology, Sabzevar Branch, Islamic Azad University, Sabzevar, Iran
10.22034/rip.2024.464404.1040
Abstract
The aim of the present study was to investigate the relationship between basic psychological needs and goal orientation with academic buoyancy among students. This research was a descriptive correlational study. A total of 322 first-grade high school students from the Joghatai (a city in Iran) were selected as the study sample using a multi-stage cluster sampling method. The instruments used in this study included the Academic Buoyancy Scale (ABS), the Basic Needs Satisfaction in General Scale (BNSG-S), and the Achievement Goal Questionnaire- Revised (AGQ-R). Pearson correlation coefficient and multiple regression analysis were used to analyze the data. The results indicated that basic psychological needs and goal orientation had a significant positive correlation with academic buoyancy (P < 0.05). Regression analysis also revealed that the need for relatedness and mastery-avoidance goal orientation were able to predict academic buoyancy. Based on the findings of this study, basic psychological needs and goal orientation can be associated with students' academic buoyancy; therefore, it is essential to pay attention to these needs and adopt an appropriate goal orientation to improve students' academic buoyancy.
Keywords
academic buoyancy
basic psychological needs
goal orientation

Subjects

References

Abdelaziz, A., & Ayoub, S. (2022). Modeling the Causal Relationships between Academic Buoyancy, Family Communication Patterns, Personal Best Goals, Academic Passion and Psychological Flourishing among Secondary School Students. Journal of Educational Psychology, 95(95), 899-1007.‎ https://doi.org/10.21608/edusohag.2022.218216

Azarian, R., Mahdian, H., & Jajermi, M. (2018). The effect of academic vitality training on academic self-efficacy and students' achievement motivation. Journal of Educational Strategy and Management, 13(4), 1-19 (In Persian). URL: https://journals.iau.ir/article_674633.html?lang=en

Bakker, A. B., Petrou, P., Op den Kamp, E. M., & Tims, M. (2020). Proactive vitality management, work engagement, and creativity: The role of goal orientation. Applied Psychology, 69(2), 351-378. https://doi.org/10.1111/apps.12173

Besharat, M. A., & Ranjbar Kalagari, E. (2013). The Basic Needs Satisfaction in General Scale: Reliability, validity, and factorial analysis. Quarterly of Educational Measurement, 4(14), 147-168 (In Persian). URL: https://jem.atu.ac.ir/article_90.html?lang=en

Comerford, J., Batteson, T., & Tormey, R. (2015). Academic buoyancy in second level schools: insights from Ireland. Procedia-Social and Behavioral Sciences, 197, 98-103. https://doi.org/10.1016/j.sbspro.2015.07.061

Ebrahimi Bakht, H. E., Yarahamdi, Y., Asadzadeh, H., & Ahmadian, H. (2017). Development of academic vitality model based on satisfaction of basic psychological needs, motivational orientation, self-directed learning. Journal of Cognitive Strategies in Learning, 6(11), 135-153 (In Persian). https://doi.org/10.22084/j.psychogy.2018.14791.1661

Elliot, A. J., & Hulleman, C. S. (2017). Achievement goals. Handbook of competence and motivation: Theory and application, 2, 43-60. URL: https://books.google.com/books?hl=en&lr=&id=yGFADwAAQBAJ&

Elliot, A. J., & McGregor, H. A. (2001). A 2× 2 achievement goal framework. Journal of personality and social psychology, 80(3), 501-519. URL: https://psycnet.apa.org/buy/2001-16719-011

Fuladi, A., Kajbaf, M. B., & Qumrani, A. (2017). The effectiveness of academic vitality training on academic success and academic self-efficacy of female students. Journal of Education and Evaluation, 11(24), 37-53 (In Persian). URL: https://sanad.iau.ir/fa/Journal/jinev/Article/972532

Gagné, M. (2003). The role of autonomy support and autonomy orientation in prosocial behavior engagement. Motivation and emotion, 27, 199-223. https://doi.org/10.1023/A:1025007614869

Goetz, T., Sticca, F., Pekrun, R., Murayama, K., & Elliot, A. J. (2016). Intraindividual relations between achievement goals and discrete achievement emotions: An experience sampling approach. Learning and Instruction, 41, 115-125. https://doi.org/10.1016/j.learninstruc.2015.10.007

Kohzadi, M., Yarahamdi, Y., Ahmadian, H., & Jadidi, H. (2019). Predicting educational responsibility based on social class context with the mediation of satisfying basic psychological needs and academic persistence. Journal of Learning Studies, 12(1), 1-29 (In Persian). https://doi.org/10.22099/jsli.2020.5780

Krejcie, R. V., & Morgan, D. W. (1970). Determining sample size for research activities. Educational and psychological measurement, 30(3), 607-610. https://doi.org/10.1177/001316447003000308

Liang, D., & Chen, Y. (2022, December). Empirical analysis of the relationship among class psychological environment, academic buoyancy and academic achievement under the background of large‐scale data. In 2nd International Conference on Internet, Education and Information Technology (IEIT 2022) (pp. 330-336). Atlantis Press. URL: https://books.google.com/books?hl=en&lr=&id=jEqkEAAAQBAJ&oi=fnd&pg=

Malekian, N., & Pali, S. (2021). The relationship between goal orientation and academic self-concept with enthusiasm for school with the mediating role of students' academic persistence. Journal of Management and Educational Perspective, 4(1), 53-71 (In Persian). https://doi.org/10.22034/jmep.2022.316798.1085

Martin, A. J., & Marsh, H. W. (2008). Academic buoyancy: Tomardsan understanding of students "everyday academic resilience. Journal of school psychology, 46, 53-58. https://doi.org/10.1016/j.jsp.2007.01.002

Moshtaghi, S., Mirhashemi, M., & Sharifi, H. P. (2012). An Investigation of the Psychometric Properties of the Achievement Goal Questionnaire-Revised (AGQ-R) among the Student Population. Quarterly of Educational Measurement, 3(7), 71-90 (In Persian). URL: https://jem.atu.ac.ir/article_5625.html

Rabiei, M. (2014). Academic buoyancy: Role of stable and unstable psychological factors. Biannual Journal of Applied Counseling, 5(2), 37-56 (In Persian). https://doi.org/10.22055/jac.2016.12576

Rameli, M. R. M., & Kosnin, A. M. (2018). Framework of School Students Academic Buoyancy in Mathematics: The Roles of Achievement Goals Orientations and Self-Regulation. Advanced Science Letters, 24(1), 553-555. https://doi.org/10.1166/asl.2018.12068

Razavi Mutlaq, F., Naderi, F., Marashian, F.S., & Zargar Shirazi, F. (2021). Explaining the factors affecting academic persistence through the mediation of academic flourishing in twelfth grade female students in Shiraz. Journal of New Educational Thoughts, 18(4), 14-29 (In Persian). https://doi.org/10.22051/jontoe.2022.37086.3395

Ryan, R. M., & Deci, E. L. (2019). Brick by brick: The origins, development, and future of self-determination theory. In Advances in motivation science (Vol. 6, pp. 111-156). Elsevier. https://doi.org/10.1016/bs.adms.2019.01.001

Scott, M. D., Hauenstein, N. M., & Coyle, P. T. (2018). Construct validity of measures of goal orientation in the approach–avoidance network. Learning and Individual Differences, 38, 151-157. https://doi.org/10.1016/j.lindif.2015.01.002

Senko, C., & Tropiano, K. L. (2016). Comparing three models of achievement goals: Goal orientations, goal standards, and goal complexes. Journal of Educational Psychology, 108(8), 1178. URL: https://psycnet.apa.org/buy/2016-07256-001

Shafiei, S., & Rovanan, M. (2019). The role of academic vitality in students' academic performance. Journal of Research and Studies of Islamic Sciences, 2(12), 70-83 (In Persian).  URL: https://joisas.ir/fa/showart-0d2e429515d13554431f2878ed673299

Soenens, B., Deci, E. L., & Vansteenkiste, M. (2017). How parents contribute to children’s psychological health: The critical role of psychological need support. Development of self-determination through the life-course, 171-187. https://doi.org/10.1007/978-94-024-1042-6_13

Urdan, T., & Schoenfelder, E. (2016). Classroomeffectson studentmotivation: Goalstructures, socialrelationships, and competencebeliefs. Journal of School Psychology, 44, 331-349. https://doi.org/10.1016/j.jsp.2006.04.003

Wang, Y., Tian, L., & Huebner, E. S. (2019). Basic psychological needs satisfaction at school, behavioral school engagement, and academic Buoyancy: Longitudinal reciprocal relations among elementary school students. Contemporary Educational Psychology, 56, 130-139. https://doi.org/10.1016/j.cedpsych.2019.01.003

References
Abdelaziz, A., & Ayoub, S. (2022). Modeling the Causal Relationships between Academic Buoyancy, Family Communication Patterns, Personal Best Goals, Academic Passion and Psychological Flourishing among Secondary School Students. Journal of Educational Psychology, 95(95), 899-1007.‎ https://doi.org/10.21608/edusohag.2022.218216
Azarian, R., Mahdian, H., & Jajermi, M. (2018). The effect of academic vitality training on academic self-efficacy and students' achievement motivation. Journal of Educational Strategy and Management, 13(4), 1-19 (In Persian). URL: https://journals.iau.ir/article_674633.html?lang=en
Bakker, A. B., Petrou, P., Op den Kamp, E. M., & Tims, M. (2020). Proactive vitality management, work engagement, and creativity: The role of goal orientation. Applied Psychology, 69(2), 351-378. https://doi.org/10.1111/apps.12173
Besharat, M. A., & Ranjbar Kalagari, E. (2013). The Basic Needs Satisfaction in General Scale: Reliability, validity, and factorial analysis. Quarterly of Educational Measurement, 4(14), 147-168 (In Persian). URL: https://jem.atu.ac.ir/article_90.html?lang=en
Comerford, J., Batteson, T., & Tormey, R. (2015). Academic buoyancy in second level schools: insights from Ireland. Procedia-Social and Behavioral Sciences, 197, 98-103. https://doi.org/10.1016/j.sbspro.2015.07.061
Ebrahimi Bakht, H. E., Yarahamdi, Y., Asadzadeh, H., & Ahmadian, H. (2017). Development of academic vitality model based on satisfaction of basic psychological needs, motivational orientation, self-directed learning. Journal of Cognitive Strategies in Learning, 6(11), 135-153 (In Persian). https://doi.org/10.22084/j.psychogy.2018.14791.1661
Elliot, A. J., & Hulleman, C. S. (2017). Achievement goals. Handbook of competence and motivation: Theory and application, 2, 43-60. URL: https://books.google.com/books?hl=en&lr=&id=yGFADwAAQBAJ&
Elliot, A. J., & McGregor, H. A. (2001). A 2× 2 achievement goal framework. Journal of personality and social psychology, 80(3), 501-519. URL: https://psycnet.apa.org/buy/2001-16719-011
Fuladi, A., Kajbaf, M. B., & Qumrani, A. (2017). The effectiveness of academic vitality training on academic success and academic self-efficacy of female students. Journal of Education and Evaluation, 11(24), 37-53 (In Persian). URL: https://sanad.iau.ir/fa/Journal/jinev/Article/972532
Gagné, M. (2003). The role of autonomy support and autonomy orientation in prosocial behavior engagement. Motivation and emotion, 27, 199-223. https://doi.org/10.1023/A:1025007614869
Goetz, T., Sticca, F., Pekrun, R., Murayama, K., & Elliot, A. J. (2016). Intraindividual relations between achievement goals and discrete achievement emotions: An experience sampling approach. Learning and Instruction, 41, 115-125. https://doi.org/10.1016/j.learninstruc.2015.10.007
Kohzadi, M., Yarahamdi, Y., Ahmadian, H., & Jadidi, H. (2019). Predicting educational responsibility based on social class context with the mediation of satisfying basic psychological needs and academic persistence. Journal of Learning Studies, 12(1), 1-29 (In Persian). https://doi.org/10.22099/jsli.2020.5780
Krejcie, R. V., & Morgan, D. W. (1970). Determining sample size for research activities. Educational and psychological measurement, 30(3), 607-610. https://doi.org/10.1177/001316447003000308
Liang, D., & Chen, Y. (2022, December). Empirical analysis of the relationship among class psychological environment, academic buoyancy and academic achievement under the background of large‐scale data. In 2nd International Conference on Internet, Education and Information Technology (IEIT 2022) (pp. 330-336). Atlantis Press. URL: https://books.google.com/books?hl=en&lr=&id=jEqkEAAAQBAJ&oi=fnd&pg=
Malekian, N., & Pali, S. (2021). The relationship between goal orientation and academic self-concept with enthusiasm for school with the mediating role of students' academic persistence. Journal of Management and Educational Perspective, 4(1), 53-71 (In Persian). https://doi.org/10.22034/jmep.2022.316798.1085
Martin, A. J., & Marsh, H. W. (2008). Academic buoyancy: Tomardsan understanding of students "everyday academic resilience. Journal of school psychology, 46, 53-58. https://doi.org/10.1016/j.jsp.2007.01.002
Moshtaghi, S., Mirhashemi, M., & Sharifi, H. P. (2012). An Investigation of the Psychometric Properties of the Achievement Goal Questionnaire-Revised (AGQ-R) among the Student Population. Quarterly of Educational Measurement, 3(7), 71-90 (In Persian). URL: https://jem.atu.ac.ir/article_5625.html
Rabiei, M. (2014). Academic buoyancy: Role of stable and unstable psychological factors. Biannual Journal of Applied Counseling, 5(2), 37-56 (In Persian). https://doi.org/10.22055/jac.2016.12576
Rameli, M. R. M., & Kosnin, A. M. (2018). Framework of School Students Academic Buoyancy in Mathematics: The Roles of Achievement Goals Orientations and Self-Regulation. Advanced Science Letters, 24(1), 553-555. https://doi.org/10.1166/asl.2018.12068
Razavi Mutlaq, F., Naderi, F., Marashian, F.S., & Zargar Shirazi, F. (2021). Explaining the factors affecting academic persistence through the mediation of academic flourishing in twelfth grade female students in Shiraz. Journal of New Educational Thoughts, 18(4), 14-29 (In Persian). https://doi.org/10.22051/jontoe.2022.37086.3395
Ryan, R. M., & Deci, E. L. (2019). Brick by brick: The origins, development, and future of self-determination theory. In Advances in motivation science (Vol. 6, pp. 111-156). Elsevier. https://doi.org/10.1016/bs.adms.2019.01.001
Scott, M. D., Hauenstein, N. M., & Coyle, P. T. (2018). Construct validity of measures of goal orientation in the approach–avoidance network. Learning and Individual Differences, 38, 151-157. https://doi.org/10.1016/j.lindif.2015.01.002
Senko, C., & Tropiano, K. L. (2016). Comparing three models of achievement goals: Goal orientations, goal standards, and goal complexes. Journal of Educational Psychology, 108(8), 1178. URL: https://psycnet.apa.org/buy/2016-07256-001
Shafiei, S., & Rovanan, M. (2019). The role of academic vitality in students' academic performance. Journal of Research and Studies of Islamic Sciences, 2(12), 70-83 (In Persian).  URL: https://joisas.ir/fa/showart-0d2e429515d13554431f2878ed673299
Soenens, B., Deci, E. L., & Vansteenkiste, M. (2017). How parents contribute to children’s psychological health: The critical role of psychological need support. Development of self-determination through the life-course, 171-187. https://doi.org/10.1007/978-94-024-1042-6_13
Urdan, T., & Schoenfelder, E. (2016). Classroomeffectson studentmotivation: Goalstructures, socialrelationships, and competencebeliefs. Journal of School Psychology, 44, 331-349. https://doi.org/10.1016/j.jsp.2006.04.003
Wang, Y., Tian, L., & Huebner, E. S. (2019). Basic psychological needs satisfaction at school, behavioral school engagement, and academic Buoyancy: Longitudinal reciprocal relations among elementary school students. Contemporary Educational Psychology, 56, 130-139. https://doi.org/10.1016/j.cedpsych.2019.01.003

  • Receive Date 23 June 2024
  • Revise Date 01 August 2024
  • Accept Date 05 August 2024
  • First Publish Date 02 December 2024