Rooyesh-e- Ravanshenasi Journal(RRJ)

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The purpose of this study was to investigate the mediating role of integrative self-knowledge on the relationship between basic psychological needs and Cognitive Emotion Regulation strategies in adolescents. The population of this research is all high school students in Yazd in 2017-2018. A total of 329 people (157 girls and 162 boys) were selected through available sampling. The data gathering tool was of Basic Psychological Needs Scale (BNSG-S; Deci & Ryan, 2000), Integrative Self-Knowledge Scale (ISKS; Ghorbani, Watson & Harges, 2008) and strategies for Cognitive Emotion Regulation Questionnaire (CERQ; Garnowski & Craigie, 2006). Data were analyzed using Pearson correlation and Path analysis. The results showed that there is a positive correlation between  adaptive cognitive emotion regulation strategies and basic psychological needs and integrative self-knowledge, and a negative correlation between maladaptive cognitive emotion regulation strategies and basic psychological needs and integrative self-knowledge. Mediating role of integrative self-knowledge in the relationship between basic psychological needs and cognitive emotion regulation strategies was confirmed. Therefore, it is necessary to direct psychological interventions toward satisfying basic psychological needs and integrative self-awareness in emotional regulation in adolescents.

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Academic performance, especially in adolescents with many changes, is important. The purpose of this study was to investigate the predictive role of fundamental psychological needs and cognitive emotion adjustment in academic performance of students. A total of 329 high school students (157 girls and 162 boys) participated in this study. The data gathering tool was a basic psychological needs questionnaire and cognitive emotion regulation strategies. The results of this study showed that fundamental psychological needs have a positive correlation with academic performance. Also, the results indicated the role of autonomy, belonging and competence in predicting students' academic performance. Therefore, it is necessary to lead psychological interventions to meet basic psychological needs in the field of adolescent academic performance.

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This research was conducted with the aim of determining the relationship between marital quality and satisfaction of basic psychological needs with marital communication patterns by mediation rule of marital intimacy. This study is a descriptive-correlation research by path analysis method. The statistical population of the present study included all marital workers of Kermanshah in the academic year of 2017-18. The sample size in this study was 400 (200 females and 200 males), which was selected by available sampling method. To collect data, four questionnaires A: Communication Patterns (CPQ), B: Marital Intimacy Scale (MIS- 17, and C: Marital Quality Scale (RDAS) were used. A questionnaire was used to satisfy the basic needs of the subject. To analyze the data, descriptive statistics (mean, standard deviation, mean) and inferential statistics (path analysis) were used and analyzed by AMOS statistical software. The results showed that the relationship between the satisfaction of basic needs and marital quality with the pattern of mutual constructive relationship with marital intimacy mediation was 0.63, with the mutual avoidance pattern by marital intimacy (-0.65) and the relationship of expectation / withdrawal with mediation of intimacy Marriage was equal to -0.52, which is more than the direct relation of marital quality and satisfaction of basic needs with communication patterns. Accordingly, the effect of marital intimacy mediation was significant (P = 0.05). Based on the findings, it can be concluded that marital intimacy can play a positive role in promoting the relationship between marital quality, satisfaction of psychological needs and marital communication patterns.

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The primary purpose of learning and the process of education is conceptual understanding and the flexible use of knowledge. In other words, keeping knowledge alone is not enough in the method of excellent teaching, Rather, understanding the relationships between facts or discovering and producing facts is the main result of the learning process. The primary goal in schools is to create real pleasure and enthusiasm for students to learn and to succeed, and to engage students in projects and activities based on their own volition and satisfaction. This is the interest and preference that will lead to greater flexibility of the people in the problem-solving process, more useful knowledge acquisition and the deeper feelings of worthiness and social responsibility. Applying the theory of self-determination in education, creating a passion for learning in students, understanding the importance of teaching, and building trust in their capacities and attitudes. These results will be obtained when students are motivated by internal motivation and internalize values and rules. Studies have shown that this process will lead to high-quality learning and conceptual understanding, and ultimately to individual development and adaptation. The primary purpose of this study was to investigate the relationship between satisfaction of basic psychological needs and internal motivation with students' engagement in school activities, conceptual and profound understanding of lesson content, and improvement of students' academic performance.  This study is descriptive (review type). To investigate this issue, we have studied some articles related to the theory of self-determination in the field of learning and education. In this regard, in addition to external sources of information, resources and databases inside Iran are also investigated. In the first phase, a total of 38 English articles and 8 Persian articles were recorded. After the final review, 37 articles were selected from these articles that contained 5 Persian articles and 32 English articles. The various studies suggest that autonomy-supportive learning contexts, in which teachers take the students’ perspective, provide choice, and minimize the use of controlling language and controlling events, lead to enhanced conceptual learning, more interest, greater internalization of extant values and greater well-being.

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The purpose of the present study was to investigate the role of satisfying basical psychological needs and self-compassion in predicting bullying in high school students. The research method is descriptive-correlational. The statistical population consisted of all male and female high school students in Tehran in the academic year of 1398-98 that were 224400 people. The sample size was estimated 380 using Krejcie and Morgan table and were selected by cluster random sampling. Data were collected using the Bullying Questionnaire (Pachin & Hinduja, 2011), the Psychological Needs Satisfaction Scale (Lagardia et al. 2000) and the Self-Compassion Scale (Nephi, 2003). The results were analyzed using Pearson correlation coefficient and multiple regression analysis with Enter method. The results showed that self-compassion has a negative and significant relationship with bullying. Among the basic psychological needs, communication with others and autonomy have a significant negative relationship with bullying. However, there was no significant relationship between competence and bullying. Self-compassion, communication with others, and autonomy significantly predict bullying in students. Based on the findings of the present study, it is suggested that psychological and educational interventions based on promoting self-compassion and satisfying basic psychological needs be conducted to reduce bullying in students.

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The purpose of the present study was to investigate the structural model of the relationship between satisfying basic psychological needs, adjustment, and the sense of connectedness with School in high school students in Mashhad. The sample consisted of 320 high school students in Mashhad who were selected by multistage sampling. Basic Need Satisfaction in Relationships scale (La Guardia, Ryan, Couchman, & Deci, 2000), High School Students' Adjustment questionnaire (Sinha & Singh, 1993), and the sense of connectedness with school questionnaire (Brew, Beatty, and Watt, 2005) were used to measure variables. The data were analyzed using structural equation modeling. The results of the path analysis showed that there is a direct and significant effect between satisfying the basic psychological needs in relation to teachers with adjustment and the sense of connectedness with School. Psychological needs and adjustment account for 63 percent of the variation of the sense of connectedness with School. The result showed that the adjustment of students had a mediating role in the relation between satisfying basic psychological needs and the sense of connectedness with School. Teachers and school principals can use the findings of the present study to strengthen students' participation and adjustment in school.

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The aim of the current project was to study the effectiveness of cognitive training of hope promotion on basic psychological needs satisfaction of male students with bullying behavior in high school. It’s a semi-experimental study with a pretest and posttest design with the control group. By using the purposeful sampling method the samples were selected in Urmia City in 2018-2019. Therefore, after the implementation of the Olweus' Bully/Victim inventory (1996) and the screening by the school's officials, 30 students who were classified as bullies, were randomly assigned to an experimental and a control group equally. The experimental group received cognitive training of hope promotion (Magyar-Moe, 2009) for two months in eight 90-minute sessions. The measurement tools were basic psychological needs Questionnaires (Deci & Ryan, 2000) that were filled by the participants in the pretest and posttest stages. The results of covariance analysis revealed improvement of the components of basic psychological needs in the experimental group compared to the control group. The findings indicated that cognitive training of hope promotion might be recommended as a useful component of empowerment programs for school counselors and educators in the education domain.

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The purpose of the study was to investigate the relationship between school culture and academic achievement, basic psychological needs, and academic self-regulation in students. This is a descriptive-correlation study. The statistical population of the study was all secondary high school students in the Lashar region (Sistan and Baluchestan province). 323 students entered the study by stratified random sampling method. Data collection instruments were school culture (Alexander & Sadh, 1997), basic psychological needs (Guardia, Desi & Ryan, 2000), and academic self-regulation (Bouffard, Boisvert, Vezeau & Larouche, 1995) questionnaires. Grade Point Average was used to measure academic achievement. Pearson correlation coefficient and stepwise regression were used to analyze the data. The finding showed that school culture has a positive and significant relationship with academic achievement (r=0.558), basic psychological needs (r=0.699), and academic self-regulation (r=0.581). Also, school culture has been able to predict 31.8%, 50.5%, and 34.7% of the variance of academic achievement, basic psychological needs, and academic self-regulation, respectively. According to the results, it is possible to help satisfy basic psychological needs and strengthen students 'academic self-regulatory strategies by improving students' relationships with teachers and peers, expressing educational expectations, and designing appropriate educational opportunities.

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One of the most common mental disorders is anxiety disorders and depression. Therefore, recognizing the factors influencing their formation and continuity is very important. The present study aimed to predict symptoms of anxiety and depression according to satisfaction of basic psychological needs. 362 individuals (220 men, 142 women) selected from the University of Tehran using the convenience sampling method. The participants completed the Basic Psychological Needs Satisfaction Scale (BNSG-S, Gagne 2003) and the Stress Depression Anxiety Scale (DASS, Lovibond & Lovibond 1995). The results indicate that satisfying the basic psychological needs had a negative correlation significantly with the symptoms of anxiety and depression (P<0.01). Linear regression analysis showed that satisfying psychological needs could predict 16% of the variance of the research variables. It can be concluded that satisfying psychological need is one of the determinants of psychological health, meanwhile playing a preventive role in a psychological disorder.

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The present study aimed at predicting job bullying through work-family conflicts and basic psychological needs in nurses and nurse's aides. The methodology of the study was descriptive- correlation. The statistic population included all employed nurses and nurse's aides in city Zaradiah, out of whom, 132 subjects were selected by convenience sampling. Data collection instrument included negative acts questionnaire- revised (Einarsen et al, 2009), psychological basic needs questionnaire (Guaria et al. 2000), and Work-Family Conflict Scale (Carlson et al, 2000). Data were analyzed by multiple regression analysis. Regarding the findings, there is a positive and significant relationship between job-bullying and work-family conflicts and family-work conflicts, while there is a negative and significant relationship between job-bullying and psychological basic needs. The results of regression analysis demonstrated that 33%, 44%, and 47.2 % of job-bullying are explainable through psychological basic needs, work-family conflicts, and family-work conflicts, respectively. According to the obtained results, it can be claimed that work-family conflicts and psychological basic needs are factors influencing job-bullying in nurses and nurse’s aides. Thus designing psychological interventions by relevant authorities can be effective for decreasing job bullying in medical care settings

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The aim of the present study was to investigate the role of satisfying basic psychological needs, difficulty in regulating emotion, and Feeling lonely in predicting fear of intimacy in female sex workers. This research was descriptive and correlational. The statistical population of this study is all women referring to the Drop-In Center (DIC) in Tehran in the second six months of 1399, from which 50 people entered the study by convenience sampling. Research tools include fear of intimacy inventory (Dekatner and Telen, 1991),  The Basic Needs Satisfaction in General Scale (La Guardia et al, 2000),  difficulties in emotion regulation scale (Grits and Roemer, 2004), and the short form of the Social and Emotional Loneliness Scale for Adults ( Ditommaso et al, 2004). Pearson correlation and simultaneous linear regression were used to analyze the data. Findings showed that feeling lonely and having difficulty in regulating emotion had a positive and significant relationship with fear of intimacy and satisfaction of basic psychological needs had a negative and significant relationship with fear of intimacy (P <0.01). Also, regression results showed that the satisfaction of basic psychological needs, difficulty in regulating emotion, and loneliness were able to predict 0.76 fear of intimacy in female sex workers (P <0.05). Given that the fear of intimacy in female sex workers is affected by dissatisfaction with basic psychological needs, difficulty in regulating emotion, and Feeling lonely, holding workshops based on these concepts in this group of women seems necessary.

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The aim of this study was to evaluate the model of girls' body image concern based on obsessive-compulsive disorder, perfectionism, and eating attitudes mediated by basic psychological needs. This research was a correlational study based on structural equation modeling. The study population was all female students in the free universities of Golestan province in 2016-2017. 500 students were selected through cluster sampling for the sample group. Research data through Body Image Concern Questionnaire (BICI) Littleton et al. (2005), Ahvaz Perfectionism (1999), Obsessive-Compulsive Disorder (OCI-R) (2002), Eating Attitude (Eat-26) Garner and Garfinkel (1979), and the basic psychological needs of Desi and Ryan (2000) were collected. In order to study the theoretical model of the research, the main variables were entered into Lisrel software (Lisrel 8.71) and through this software, SEM analysis was performed. Obsessive-compulsive disorder and perfectionism have a positive and significant relationship and attitudes to eating have a positive relationship without statistical significance with body image concern. And basic psychological needs have played a weak mediating role. Research variables predict up to 36% of body image concerns (p> 0.01). According to the results of the proposed research model, it has a suitable fit.

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The aim of this study was to investigate the relationship between basic psychological needs (autonomy, competence, communication), academic hope, and academic identity with academic procrastination in 10th-grade high school male students in theoretical disciplines. The research method is descriptive and correlational. The statistical population of the study was all 10th-grade male high school students in Saqez. 197 students entered the study by cluster-step sampling. Data collection tools were Basic Psychological Needs Questionnaires) Deci and Ryan, 2000), Academic Hope (Samani and Sohrabi, 2011), Academic Identity (Was and Isaacson, 2008), and Academic Procrastination (Savari 2011). Data were analyzed using Pearson correlation coefficient and multivariate regression. Findings showed that procrastination has a negative and significant relationship with basic psychological needs r = -/295, academic hope r = -/473, (p <0.10), successful identity r = -/154 (p <0.50 ). Also, competency, academic hope, and successful academic identity could predict 15.7%, 22.3%, and 6.6% of academic procrastination, respectively. The results show that paying attention to the situation of basic psychological needs, academic hope, and students 'academic identity and measuring them can reduce students' academic procrastination.

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The aim of the current research was to compare the psychological needs, mind theory, and emotion regulation abilities of female students with parental divorce experience and normal female students. The research method was causal-comparative. The statistical population of this research included female students of different faculties of the University of Tabriz in 1401, among whom 120 people were selected as a convenient sample. The sample was selected in such a way that 60 female students who experienced parental divorce were selected. Then, 60 female students who did not have the experience of parental divorce were selected according to their age, education, and marital status in an accessible manner. To collect the data, basic psychological needs questionnaire (BNSG-S) Deci & Ryan  (2000), emotional regulation questionnaire (CERQ) Garnefski & Kraaij (2006)  and mind reading questionnaire (RMET) Baron & Cohen (2001)   were used. Multivariate analysis of variance and independent t-test showed that the dimension of independence, competence, and connection of psychological needs, mind theory, and adaptive emotion regulation strategies among female students with parental divorce experience is significantly lower than normal students. but The amount of non-compromised emotion regulation strategies among female students with parental divorce experience is significantly higher than among normal students (p≤0/05). According to the findings, it is concluded that there is a difference between female students with and without parental divorce experience in terms of these three variables.

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The current study aimed to provide a structural model of psychological well-being based on basic psychological needs and mindfulness with the mediating role of problematic internet use in adolescents. By applying the structural equation modeling (SEM) approach. The population comprised all male and female high school students in Kashan in the academic year 1401-1402 in the number of 6470 people, of which according to Morgan's table, a sample of 325 people were selected by available sampling. Then, the Psychological well-being scale (RSPWB) Ryff (1989), the Psychological Needs Satisfaction scale (BNSG-S) Guardia, Deci & Ryan (2000), Mindful Attention Awareness Scale (MAAS) Brown, Ryan (2003) and the Internet Addiction Test (IAT) Young (1998) were completed by participants. Data analysis was performed using the path analysis method and Bootstrapping method was used to examine the mediating role of problematic internet use. The results showed that the direct path of Psychological needs and mindfulness to problematic Internet use and psychological well-being had a significant effect (p<0.05). Moreover, Psychological needs and mindfulness with the mediation of problematic Internet use had a significant indirect effect on psychological well-being (p<0.05). The fit index also showed that the default model has a good fit. Therefore, it can be concluded that problematic internet use plays a mediating role in the relationship between Psychological needs and Mindfulness with adolescents' psychological well-being.

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The purpose of this research was to investigate the role of the psychological needs of students in Internet addiction through the mediation of coping styles. The method of research was a descriptive correlation, which was done by the structural equation modeling method. The statistical population of the research included all undergraduate students of Islamic Azad University, Garmsar branch in the academic year 2018-2019, numbering 718 people, of which 250 people were selected by the available sampling method. Internet Addiction Questionnaire (IAQ) by Young (1996), Lazarus Coping Strategies (WCQ) (1980), and Desi and Ryan's Psychological Needs (PNQ) (2000) were used to collect data. To analyze the data, structural equation modeling was used. The results showed that the direct effect of psychological needs on Internet addiction was significant (p<0.001). On the other hand, the indirect effect of psychological needs with the mediation of coping styles on Internet addiction was significant (p<0.001). The goodness of fit indices also indicated the appropriate fit of the model. Based on the findings of this research, it can be concluded that psychological needs through the mediation of coping styles can explain internet addiction in students.

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This research aimed to determine the mediating role of committed love in the relationship between psychological needs and marital satisfaction in married students. The present research was a descriptive-correlation type of structural equation modeling. The statistical population in this research included all the married students of Islamic Azad University, Rasht branch in 2023, from which 210 people were selected as a sample using the available sampling method. Sternberg's Triangular Love Scale (STLS; Sternberg, 1997), Basic Psychological Need Satisfaction Scales (PNSS; Deci and Ryan, 2000), and Enrich Marital Satisfaction Scale (EMS; Olson, 1989) were used to collect data. Data analysis was done by structural equation modeling method. The results showed that the proposed model is a good fit. Also, the results showed that the direct effects of psychological needs and committed love on marital satisfaction were significant; Also, the direct effect of psychological needs on committed love was significant (P<0.05). The results of the bootstrap test showed that committed love played a mediating role in the relationship between psychological needs and marital satisfaction (P<0.05). In general, it can be concluded that psychological needs (autonomy, relatedness, and competence) have a direct effect on marital satisfaction with the mediating role of committed love.