رابطه نیازهای بنیادین روان‌شناختی و جهت‌گیری هدف با پایستگی تحصیلیِ دانش آموزان

هدف از پژوهش حاضر بررسی رابطه نیازهای بنیادین روان‌شناختی و جهت‌گیری هدف با پایستگی تحصیلیِ دانش آموزان بود. این پژوهش توصیفی از نوع همبستگی بود. تعداد 322 نفر از دانش آموزان دوره اول متوسطه شهر جغتای با روش نمونه‌گیری خوشه‌ای چندمرحله‌ای به عنوان نمونه پژوهش انتخاب شدند. ابزارهای مورداستفاده در این پژوهش شامل مقیاس پایستگی تحصیلی (abs)، مقیاس ارضای نیازهای بنیادین عمومی (bnsg-s) و پرسشنامه هدف پیشرفت اصلاح شده (agq-r) بود. جهت تجزیه‌وتحلیل داده‌ها از ضریب همبستگی پیرسون و تحلیل رگرسیون چندگانه استفاده شد. نتایج نشان داد نیازهای بنیادین روان‌شناختی و جهت‌گیری هدف با پایستگی تحصیلی همبستگی مثبت و معناداری دارند (0.05>p). تحلیل رگرسیون نیز نشان داد نیاز به پیوند داشتن و جهت‌گیری هدف تسلط-اجتناب قادر به پیش بینی پایستگی تحصیلی هستند. بر اساس نتایج پژوهش حاضر، نیازهای بنیادین روان‌شناختی و جهت‌گیری هدف می‌توانند با پایستگی تحصیلی دانش آموزان در ارتباط باشند؛ بنابراین توجه به این نیازها و اتخاذ جهت‌گیری هدفی مناسب در راستای بهبود پایستگی تحصیلی دانش آموزان ضروری به نظر می‌رسد.

the relationship between basic psychological needs and goal orientation with pupils' academic buoyancy

introductionenhancing students' academic achievement and abilities is a primary objective within educational systems, with academic buoyancy playing a critical role (razavi motlaq et al., 2023). academic buoyancy refers to students' capacity to navigate and overcome everyday academic challenges, such as low grades, exam stress, demanding assignments, negative feedback, and diminished motivation (comerford et al., 2015). this study investigates the influence of basic psychological needs and goal orientations on academic buoyancy.basic psychological needs, which are fundamental to adapting to environmental demands, promoting well-being, and enhancing psychological functioning, are considered essential for fostering autonomy, competence, and relatedness (deci & ryan, 2019). satisfaction of these needs has been associated with positive academic outcomes, including buoyancy and self-worth, whereas unmet needs can lead to academic difficulties (kohzadi et al., 2019; liang & chen, 2023; wang et al., 2019).goal orientation, another significant factor influencing academic buoyancy, encompasses patterns of beliefs and emotions that shape behavioral intentions, guiding students to engage purposefully in educational contexts and enhancing their motivation and engagement (goetz et al., 2016). research by malekian and pali (2021) and mahdiani et al. (2020) underscores the link between students' attitudes, goal-setting, and academic buoyancy .despite these established associations, limited research has examined the combined influence of basic psychological needs and goal orientation on academic buoyancy. prior studies have often investigated these factors in isolation, neglecting their interactive effects. furthermore, academic buoyancy is frequently conflated with broader measures of academic achievement or persistence, leaving gaps in understanding its specific predictors and mechanisms .this study addresses these limitations by examining the relationship between basic psychological needs, goal orientation, and academic buoyancy in students. specifically, it seeks to determine whether the satisfaction of basic psychological needs and students' goal-setting patterns contribute to their ability to adapt to academic adversities. by integrating these variables, this research aims to provide a more nuanced understanding of the psychological and motivational factors underlying academic buoyancy. this study endeavors to fill a critical gap in the literature by highlighting the unique contributions of goal orientation and the fulfillment of psychological needs to students' everyday academic resilience.