relationship between teaching style based on successful intelligence and academic identity: mediating role of basic psychological needs

The aim of the present study was to examine a model of structural relationship between successful intelligence teaching style and students' identity mediated by basic psychological needs of students. the research method was descriptive correlational, and the study population included the faculty members (permanent instructors) of farhangian university of zahedan and all the male and female students enrolled at this university in 2022, with a sample size of 43 faculty members and 129 students selected through random stratified sampling. data were collected using the measure of academic identity status (was & isaacson, 2008), the basic psychological need satisfaction scale (la guardia, ryan, couchman, & deci, 2000), and the teaching for successful intelligence questionnaire (tsi-q) (palos & maricutoiu, 2013). content validity was ensured, and the reliability of the research tools was assessed using cronbach's alpha coefficient, resulting in values of α = 0.86 for the measure of academic identity status, α = 0.81 for the basic psychological need satisfaction scale, and α = 0.76 for the teaching for successful intelligence questionnaire (tsi-q). data analysis involved the utilization of pearson correlation coefficient and path analysis to address the research questions. the findings demonstrated that the teaching style based on successful intelligence had a direct and significant impact on students' academic identity. additionally, the teaching style based on successful intelligence had a direct and significant effect on students' basic psychological needs, which, in turn, had a direct and significant effect on their academic identity. furthermore, the teaching style based on successful intelligence exerted an indirect and significant effect on students' academic identity through their basic psychological needs.