Codifying the Academic Buoyancy Model Based on the Satisfaction of Psychological Needs, Motivational Orientation and Self-Directed Learning

Document Type : Research Article

Authors

1 Department of Psychology, Islamic Azad University, Sanandaj Branch, Iran

2 Associate Professor/Allame tabatabaie university

Abstract

Aim: the aim of this study is to present a model for the academic buoyancy based on the satisfaction of psychological needs, motivational orientation and self-directed learning. 
Method: this study uses a descriptive correlational research design with structural equation modelling. The research population includes all of the high school second graders in Kamyaran in the academic year of 2017. 501 students were selected as the sample using cluster sampling method. La Guardia et al. (2000) basic psychological needs, Vallerand et al. (1992) motivational orientation, Fischer et al. (2001) self-directed learning and Dehghanizadeh and Husseinchari (1391) were employed as evaluative tools. SPSS and LISREL software were employed to analyze the collected data. 
Findings: Findings show that there is a direct and meaningful influence of psychological needs, motivational orientation and self-directed learning on the academic buoyancy.  
Conclusion: Results show that the satisfaction of basic psychological needs, motivational orientation and self-directed learning can predict academic buoyancy of the students to a great extent. Further, these three variables’ improvement can increase the academic buoyancy of the students. 

Keywords


بحرانی، محمود. (1384). «مطالعه انگیزش تحصیلی دانش­آموزان متوسطه استان فارس و عوامل همبسته با آن». مجله علوم اجتماعی و انسانی دانشگاه شیراز، 22(4)، 115-104.
بشارت، محمدعلی و رنجبر کلاگری، الهه. (1392). «مقیاس ارضای نیازهای بنیادین روانشناختی: پایایی، روایی و تحلیل عاملی». فصلنامه اندازه‌گیری تربیتی، 4(14)، 168-148.
بهروزی، ناصر؛ شغابی، معصومه؛ مهرابی زاده هنرمند، مهناز و مکتبی، غلامحسین. (1392). «بررسی رابطه یادگیری خودراهبر با عملکرد تحصیلی و رضایت از زندگی در دانش‌آموزان». مجله علوم تربیتی دانشگاه شهید چمران اهواز، 6(1)، 170-155.
بهرامی، فاطمه؛ بدری، مرتضی. (1396). «رابطه ادراک از محیط یادگیری و سرزندگی تحصیلی با نقش واسطه‌ای شناخت، فراشناخت، انگیزه پیشرفت و خودکارآمدی در دانشجویان». دوفصلنامه راهبردهای شناختی در یادگیری، 5(9)، 212-189.
حبیب‌پور سدانی، سیمین؛ عبدلی سلطان احمدی، جواد و فاییدفر، زیبا. (1394). «بررسی رابطه سبک‌های یادگیری وارک با توسعه تفکر انتقادی، سرزندگی تحصیلی و انگیزش پیشرفت تحصیلی در بین دانشجویان علوم پزشکی ارومیه». مجله دانشگاه پرستاری و مامایی ارومیه، 13(12)، 1096-1089.
حسینی، برهان؛ بهزادفر، مرجان. (1393). «رابطه بین ارضای نیازهای روانی بنیادین (خودمختاری، ارتباط و شایستگی) با انگیزش پیشرفت تحصیلی (انگیزش درونی، انگیزش بیرونی و عدم انگیزش)». اولین کنفرانس ملی توسعه پایدار در علوم تربیتی و روانشناسی، مطالعات اجتماعی و فرهنگی، تهران، موسسه آموزش عالی مهر اروند، مرکز راهکارهای دستیابی به توسعه پایدار.
خوارزمی، اکرم؛ کارشکی، حسین و مشکی، مهدی. (1392). «نقش ارضای نیازهای اساسی روانشناختی و باورهای شناختی در انگیزه درونی دانشجویان دوره­های یادگیری الکترونیکی». مجله بین‌رشته‌ای آموزش مجازی در علوم پزشکی، 4(4)، 17-9.
دهقانی‌زاده، محمدحسین و حسین چاری، مسعود. (1391). «سرزندگی تحصیلی و ادراک از الگوی ارتباطی خانواده؛ نقش واسطه‌ای خودکارآمدی». مجله مطالعات آموزش و یادگیری، 4(2)، 47-21.
رحیمی، مهدی و زارعی، الهام. (1395). «نقش ابعـاد دلبستگی بزرگسالی در سرزندگی تحصیلی با واسطه­گری ابعاد خودکارآمدی مقابله با مشکلات و کمال‌گرایی». فصلنامه پژوهش در یادگیری آموزشگاهی و مجازی. 3(12)، 70-59.
سبزی، ندا و فولادچنگ، محبوبه. (1394). «نقش واسطه‌ای باورهای انگیزشی در رابطه بین حمایت اجتماعی ادراک شده و سرزندگی تحصیلی». مجله آموزش پژوهی، 2، 49-23.
صادقی، مسعود و خلیلی گشنیگانی، زهرا. (1395). «نقش ابعاد یادگیری خودراهبر در پیش‌بینی سرزندگی تحصیلی دانشجویان دانشگاه علوم پزشکی لرستان». مجله پژوهش در آموزش علوم پزشکی، 8(2)، 17-9.
عبدی، هادی؛ هاشمیان، کیانوش و ابوالمعالی، خدیجه. (1394). «پیش‌بینی سرزندگی تحصیلی براساس ویژگی­های شخصیتی و خودتنظیمی تحصیلی در دانش­آموزان دوره متوسطه دوم». فصلنامه علمی- پژوهشی پژوهشنامه تربیتی، 10(44)، 128-111.
لطفی­عظیمی، افسانه و ابراهیمی­قوام، صغری. (1394). سبک­های انگیزش و پیشرفت تحصیلی: نقش واسطه­ای خودپنداشت تحصیلی». فصلنامه روانشناسی تحولی: روانشناسان ایرانی، 43(11)، 257-247.
نادی، محمدعلی؛ سجادیان، ایلناز. (1385). «هنجاریابی مقیاس سنجش خودراهبری در یادگیری، در مورد دانش­آموزان دختر دبیرستان‌های شهر اصفهان». مجله نوآوری‌های آموزشی، 18(5)، 134-111.
یوسفی، علیرضا و گردان‌شکن، مریم. (1393). «ارتباط یادگیری خودراهبر با انگیزش تحصیلی دانشجویان پزشکی دانشگاه علوم پزشکی اصفهان». مجله ایرانی آموزش در علوم پزشکی، 14(12)، 1067-1060.
AbuBakr, K., Sulaiman, N. F. I., Raffai, Z. A. M. (2010). “Self-determination theory and motivational orientations of Arabic learners: A principal com-ponent analysis”. Journal of Language Studies, 10(1), 71- 86.
Areepattamannil, S. H. (2011). Academic self-concept, academic motivation, academic engagement, and academic achievement: A mixed methods study of Indian adolescents in Canada and India. PhD dis-sertation, Queen's University, Ontario, Canada.
Bakhshaee, F., Hejazi, E., Dortaj, F., Farzad, V. (2017). “Self-Management Strategies of Life, Positive Youth Development and Academic Buoyancy: a Causal Model”. International Journal of Mental Health and Addiction, 15(2), 339-349.
Deci, E. L., Ryan, R. M. (2000). “The "what" and "why" of goa l pursuits: Human needs and the self-determinat ion of behavior”. PsychologicalInquiry, 11, 227-268.
Deci, E. L., Ryan, R. M. (2002). Handbook of self-determination research. Rochester, NY: University of Rochester Press.
Deci, E. L., Ryan, R. M. (2011). “Levels ofanalysis, regnant causes of behavior and well-being: The role of psychological needs”. Psychological Inquiry, 22, 17-22.
Duda, J. L. (2013). “The conceptual and empirical foundations of Empowering Coaching: Setting the stage for the PAPA project”. International Journal of Sport and Exercise Psychology, 1-9.
Fisher, M., King, J., Tague, G. (2001). “Development of a self-directed learning readiness scal for nursing Education”. Nurse Education today, 21, 516-525.
Gagne, M. (2003). “The role of autonomy support and autonomy orientation in prosocial behavior engagement”. Motivation and Emotion, 27, 199-223.
Gagne, M., Deci, E. L. (2005). “Self-determination theory and work Motivation”. Journal of Organizational Behavior, 26, 331-362.
Gibbons, M. (2002). The Self-directed learning handbook: Challenging adolescent students to excel. 1st ed. San Francisco, CA: Jossey-Bass
Guglielmino, L. M. (1997). Reliability and validity of the self-directed learning readiness scale and the learner preference assessment. In H. B. L. Associates (Ed.), Expanding horizons in self-directed learning (pp. 209-222). Norman, OK: Public Managers Center, University of Oklahoma.
Hancox, J. E., Quested, E., Ntoumanis, N., Duda, J. L. (2016).” Teacher-created social environment, basic psychological needs, and dancers' affective states during class: A diary study”. Personality and Individual Differences, 1-7.
Johnston, M., Finney, S. (2010). “Measuring basic needs satisfaction: evaluating previous andconducting new psychometric evaluations of the basic needs satisfaction in general scale”. Psychology of Export and Exercis, 11,91-99.
Johnston, M. M., Finney, S. J. (2010).” Measuring basic needs satisfaction: Evaluating previous research and conducting new psychometric evaluations of the Basic Needs Satisfaction in General Scale”. Contemporary Educational Psychology, 35, 280-296.
Khalaila, R. (2014). “The relationship between academic self-concept, intrinsic motivation, test anxiety, and academic achievement among nursing students: Mediating and moderating effects”. Nurse Education Today, 35(3), 432-438.
Khaled, N. (2016). “The learning environment as a mediating variable between self-directed learning readiness and academic performance of a sample of saudi nursing and medical emergency students”. Nurse Education Today, 36, 249-254.
Knowles, M. (1975). Self-directed learning: A guide for learners and teachers. New York: As-sociation Press.
Komarraju, M., Nadler, D. (2013). “Self-efficacy and academic achievement: Why do implicit beliefs, goals, and effort regulation matter?”, Learning and Individual Differences, 25, 67-72.
Kusurkar, R. A., TenCate, T. J., Vos, C. M. P., Westers, P., Croiset, G. (2013). “How motivation affects academic performance: A structural equation modeling analysis”. Advances in Health Science Education, 18, 57-69.
Karimi, R., Arendt, C. S., Cawley, P. (2010). “Learning Bridge: Curricular integration of didactic and experiential education”. American journal of pharmaceutical education, 74 (3), 1-8.
LaGuardia, J. G., Ryan, R. M., Couchman, C. E., Deci, E. L. (2000). “Within-person variation in security of attachment: A self-determination theory perspective on attachment, need fulfillment, and well-being”. Journal of Personality and Social Psychology, 27, 762-723.
Lee, J. Q., McInerney, D. M., Liem, G. A. D., Ortiga, Y. P. (2010).” The relationship between future goals and achievement goal orientations: An intrinsic-extrinsic motivation perspective”. Journal of Con-temporary Educational Psychology, 30, 1-16.
Li, D., Zhang, W., Li, X., Zhou, Y., Zhao, L., Wang, Y. (2016). “Stressful life events and adolescent Internet addiction: The mediating role of psychological needs satisfaction and the moderating role of coping style”. Computers in Human Behavior, 63, 408-415.
Long, H. B. (2007). Skills for self-directed learning. Retrived Available from http//facultystaff.ou.edu/L/ Huey.B.Long-1/…/selfdirected.html.
Lynch, A. D., Lerner, R. M., Leventhal, T. (2013). “Adolescent academic achievement and school engagement: An examination of the role of school-wide peer culture”. Journal of Young Adolescence, 42, 6-12.
Markland, D., Tobin, V. (2004). “A modification of the behavioural regulation in exercise questionnaire to include an assessment of amotivation”. Journal of Sport and Exercise Psychology, 26, 191-196.
Martin, A. J. (2014). “Academic buoyancy and academic outcomes: Towards a further understanding of students with attention-deficit/hyperactivity disorder (ADHD), students without ADHD, and academic buoyancy itself”. British Journal of Educational Psychology, 84(1), 86-107.
Martin, A. J., Marsh, H. W. (2006). “Academic buoyancy and its psychological and educational correlates: A construct validity approach”. Psychology in the Schools, 43(3), 267-282.
McInerney, D. M., McInerney, V. (2010). Educational psychology: Constructinglearning (5th ed). Frenchs Forest, NSW: Pearson.
Moore, M. G., Anderson, W. G. (2003). Handbook of Distance Education Mahwah. New Jersey: Lawrence Erlbaum Associates.
Ntoumanis, N. (2012). “Self-determination theory applied to health contexts a meta-analysis”. Perspectives on Psychological Science, 7(4), 325-340.
Phalaunnaphat, S. (2015). “Developing Students’ Learning Ability by Dint of Self-Directed Learning”. Procedia- Social and Behavioral Sciences; 197, 2074-2079.
O'Shea, E. (2003). “Self-directed learning in nurse education: A review of the literature”. Journal of Advanced Nursing, 43(1), 62-70.
Putwain, D. V., Connors, L., Symes, W., Douglas-Osborn, E. (2012). “Is academic buoyancy anything more than adaptive coping?”, Anxiety, Stress & Coping, 1-10.
Simoes, F., Alarcao, M. (2014). “Promoting well-being in school-based mentoring through basic psy-chological needs support: Does it really count?”, Journal of Happiness Studies, 15(2), 407-424.
Solberg, P. A., Hopkins, W. G., Ommundsen, Y., Halvari, H. (2012). “Effects of three training types on vitality among older adults: A self-determination theory perspective”. Psychology of Sport and Exercise, 13, 407-417.
Souesme, G., Martinent, G., Ferrand, C. (2016). “Perceived autonomy support, psychological needs satisfaction, depressive symptoms and apathy in French hospitalized older people”. Archives of Gerontology and Geriatrics, 65, 70-78.
Sorebo, O., Halvari H., FlaataGulli, V., Kristiansen R. (2009). “The Role of Self-Determination Theory in Explaining Teachers’ Motivation to Continue to Use E-Learning Technology”. Computers & Education, 53(4), 1177-1187.
Tarbetsky, A. L., Martin, A. J., Collie, R. J. (2017). “Social and Emotional Learning, Social and Emotional Competence, and Students’ Academic Outcomes: The Roles of Psychological Need Satisfaction, Adaptability, and Buoyancy”. Social and Emotional Learning in Australia and the Asia-Pacific, 471(14), 17-37.
Uzman, E. (2014). “Basic psychological needs and psychological health in teacher candidates”. Procedia - Social and Behavioral Sciences, 116, 3629-3635.
Vallerand, R, J., Plletier, G., Blaise, M. R. (1992). “The academic motivation scale: a measure of intrinsic, extrinsic, and amovtion in education”. Educational and psychological Measurement, 52, 1003-1017.
Williamson, S. N. (2007). “Development of a self- rating scale of self-directed learning”. Nurse Researcher, 14(2), 66-83.
Yu, C., Li, X., Zhang, W. (2015). “Predicting adolescent problematic online game use from teacher autonomy support, basic psychological needs satisfaction, and school engage-ment: A 2-year longitudinal study”. Cyberpsychology, Behavior and Social Networking, 18, 228-233.
Zhen, R., Liu, R. D., Ding, Y., Wang, J., Liu, Y., Xu, L. (2017).” The mediating roles of academic self-efficacy and academic emotions in the relation between basic psychological needs satisfaction and learning engagement among Chinese adolescent students”. Learning and Individual Differences, 54, 210-216.
Zhoc, K. C. H., Chen, G. (2016). “Reliability and validity evidence for the Self-Directed Learning Scale (SDLS)”. Learning and Individual Differences, 49, 245-250.