پیش بینی درگیری تحصیلی بر اساس نیازهای بنیادین روانشناختی و کمال‌گرایی تحصیلی در دانش آموزان دختر مقطع متوسطه اول شهر ملکان

سمیرا  امیرعلی‌زاده ثالث; علی نقی اقدسی

doi:10.61838/kman.pdmd.3.3.13

Authors

Samira Amiralizadeh Sales MA. Department of Psychology, Tabriz Branch, Islamic Azad University, Tabriz, Iran. Author https://orcid.org/0000-0003-2053-9786
َAlinaghi Aghdasi Assistant Professor, Department of Psychology, Tabriz Branch, Islamic Azad University, Tabriz, Iran Author https://orcid.org/0000-0002-1164-4683

DOI:

https://doi.org/10.61838/kman.pdmd.3.3.13

Keywords:

academic engagement, basic psychological needs, positive perfectionism, negative perfectionism, female students

Abstract

Objective: This study aimed to predict academic engagement based on basic psychological needs and academic perfectionism in female middle school students in the city of Malekan.

Methodology: The study followed a descriptive-correlational design. The statistical population included 2,500 female middle school students in Malekan during the second half of the 2022-2023 academic year. Using Cochran's formula, a sample size of 333 students was selected through multi-stage cluster sampling. The research instruments included the Academic Engagement Questionnaire (Fredricks et al., 2004), the Basic Psychological Needs Questionnaire (Deci & Ryan, 2000), and the Academic Perfectionism Questionnaire (Stoeber et al., 2007). Pearson correlation coefficient and multiple regression analysis were employed for data analysis.

Results: The results indicated a significant positive relationship between basic psychological needs and academic engagement (r = 0.610). Furthermore, positive perfectionism showed a significant positive correlation with academic engagement (r = 0.418), while negative perfectionism had a significant inverse relationship with academic engagement (r = -0.271). Regression analysis revealed that positive perfectionism, negative perfectionism, and basic psychological needs, with beta coefficients of 0.220, -0.206, and 0.518, respectively, predicted the level of academic engagement in students.

Conclusion: The findings suggest that fulfilling basic psychological needs and fostering positive perfectionism can enhance students' academic engagement, whereas managing negative perfectionism can prevent disengagement and improve academic performance.

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