Showing 3 results for Autonomy
Javad Ejei, Hemin Khezri Azar, Mohsen Babaei Sangelaji, Javad Amani,
Volume 2, Issue 4 (3-2009)
Abstract
This research aimed at studying the relationship between the perceived teacher autonomy support, basic psychological needs (autonomy, competence and communication), intrinsic motivation and effort in Structural equation modeling method. 287 freshmen of Babol’s boys high schools were selected through stage cluster sampling method. These subjects answered to the Learning Climate Questionnaire (Black & Deci, 2000), Basic Need Psychological Scale (La Guardia et al. 2000), Intrinsic Motivation Scale (1989) and Effort Scale (Dupeyrat & Marine, 2005).Results of the study revealed that teacher autonomy support exerted a direct and significant influence upon the psychological needs satisfaction, and this would have an indirect influence upon the students’ intrinsic motivation. In addition, autonomy and competence had a positive and direct influence upon the intrinsic motivation, while the effect of communication on the intrinsic motivation was not significant. Intrinsic motivation exerted a direct and significant influence upon students’ effort. In general based on the results of the study it can be concluded that teacher autonomy support can meet the students’ basic psychological needs which can in turn influence their intrinsic motivation
Javad Kavousian, Parvin Kadivar, Valiolah Farzad,
Volume 6, Issue 1 (12-2012)
Abstract
The current study investigates the mediating role of basic psychological needs (autonomy competence and relatedness), motivational self-regulation (intrinsic motivation, extrinsic motivation and academic demotivation) and academic excitement (class enjoyment and learning hopelessness) in the relationship between environmental factors supporting student's academic autonomy and school well-being. Through multi stage cluster sampling, 520 male and female students were selected from Karaj’s high schools. The tools used in this study included teacher’s supporting student’s autonomy scale, parents’ supporting student’s autonomy scale, the scale of relationship with classmates, basic psychological needs scale, academic motivation scale, school well-being scale, and academic emotions questionnaire. Data were analyzed by confirmatory factor analysis, cronbach alpha and structural equation modeling. Findings of the study demonstrated that teacher’s supporting student’s autonomy parents’ supporting student’s autonomy and the relationships with the classmates had a significant and direct effect on the basic psychological needs. Furthermore, teacher’s supporting student’s autonomy through mediatory variables of the study didn’t have direct and significant effect on school well-being. However the indirect effect of parents’ supporting student’s autonomy was significant. Autonomy, relatedness, academic demotivation and class enjoyment had significant direct effect on school well-being. In addition, autonomy, competence, relatedness, academic intrinsic and extrinsic motivation had an indirect, significant effect on school well-being .Therefore, it can be concluded that basic psychological needs, motivational self-regulation and academic emotions played a mediating role between the environmental variables supporting student’s autonomy and school well-being.
Valiollah Ramezani, Mohammad Saeed Abd Khodaee, Zahra Tabibi, Hamid Reza Aghamohammadian,
Volume 13, Issue 1 (5-2019)
Abstract
The aim of this study was to investigate the healthy and pathological aspects of parenting among Iranian’s families. This study had a qualitative design and the method used is Grounded Theory. The population consisted of all Muslim parents with children over 10 years of age, living in Tehran and Karaj during the summer of 2016 to the summer of 2017. The sample consisted of 44 Muslim parents who were investigated through semi-structured interviews. The interviews' data were analyzed on the basis of grounded theory coding (coding paradigm or Strauss and Corbine method). Final codings consisted of 216 initial codes, 9 clusteres and 3 themes. In the axial analysis of the initial codes, 9 main clusters were extracted: rejection; kindness/support; over protection; inflexibility; optimum structure; chaos; coercion; assertiveness; autonomy support; negligence/passivity. Althought Theses clusters can be conceptually distinguished, but they have common features. In the selective coding, 9 clusters were integrated around 3 major themes : Intimacy (rejection; kindness/support; over protection); structure/rule (inflexibility; optimum structure; chaos); autonomy/freedom of action (coercion; assertiveness; autonomy support; negligence/passivity). Among these three themes, the medium cluster draws a balanced and healthy situation and two other clusters represent the pathological aspects of parenting. The results of this study showed that most of the parents involved in the study used a kind of authoritarian parenting style(the combination of over protection, inflexibility and coercion) and Healthy parenting (the combination of kindness/support, optimum structure and autonomy support) is located in the second rank.
