Predicting Academic Engagement Based on Basic Psychological Needs and Academic Perfectionism in Female Middle School Students in Malekan

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.