Journal of Applied Psychological Research

Development of a Structural Model to Explain Academic Motivation Based on Perceived Social Support and Mindfulness with the Mediation of Basic Psychological Needs

Document Type : Research Paper

Authors

1 Department of Psychology, Faculty of Economics and Social Sciences, Bu-Ali Sina University, Hamadan, Iran.

2 Assistant Professor, Department of Psychology, Faculty of Economics and Social Sciences, Bu-Ali Sina University, Hamadan, Iran.

3 Department of Psychology, Faculty of Economics and Social Sciences, Bu-Ali Sina University, Hamedan, Iran.

Abstract

The present study attempts to develop a model of academic motivation in female students based on perceived social support and mindfulness as mediated by basic psychological needs. This investigation was conducted using a correlational research design that involved structural equation modeling and is applied. All female first-grade secondary school pupils in Hamedan, Iran included in the statistical population. The Krejcie & Morgan table was used to select 388 pupils using the multistage cluster sampling method. The Academic Motivation Scale (AMS), the Multidimensional Perceived Social Support Scale (MSPSS), the Five Facet Mindfulness Questionnaire (FFMQ), and the Basic Psychological Needs Scale (BSNS) were the instruments employed. The data was analyzed using structural equation modeling on SPSS-27 and Lisrel-8.8 software. The model that was developed demonstrated a satisfactory fit, as indicated by the results (RMSEA = 0.062, CFI = 0.94, IFI = 0.93, GFI = 0.91, χ^2/df = 2.77). A direct and positive effect was observed in the relationships between the variables on academic motivation and fundamental psychological needs, as well as perceived social support and mindfulness. Furthermore, the relationship between academic motivation, mindfulness, and perceived social support was significantly mediated by fundamental psychological needs (p<0.01). The results indicate that perceived social support and mindfulness are significant social and psychological resources in female students, and they can have an influential impact on the components of fundamental psychological needs. Subsequently, students’ academic motivation may be improved by satisfying these fundamental psychological requirements. Therefore, it is imperative to prioritize the elements of the fundamental psychological requirements of female adolescents.

Keywords

اژدربین، ب.، ابوالمعالی الحسینی، خ.، قربان جهرمی، ر.، و درتاج، ف. (1402). الگوی ساختاری رابطۀ ساختار انگیزشی با رفتار خودشکن تحصیلی در دانش‌آموزان تیزهوش: نقش میانجی راهبردهای حل مسأله. روانشناسی افراد استثنایی، 13(49)، 57-29.‎ https://doi.org/10.22054/jpe.2022.69410.2475
اژه‌ای، ج.، خضری آذر، ح.، بابایی‌سنگلاجی، م.، و امانی، ج. (1387). الگوی ساختاری روابط بین حمایت درک‌شده از خودمختاری معلم، نیازهای اساسی روان‌شناختی، انگیزۀ درونی و تلاش. مجله پژوهش در سلامت روان، 2(4)، 56-47. http://rph.khu.ac.ir/article-1-129-fa.html
اسکندری، ن.، و صدوقی، م. (1399). رابطۀ نیازهای بنیادین روان‌شناختی و درگیری تحصیلی: نقش واسطه‌گری انگیزش درونی. رویش روان‌شناسی، 9(12)، 23-32.  http://frooyesh.ir/article-1-2398-fa.html
امیدیان، م.، مهرابی، ز.، و حاجی‌یخچالی، ع. (1398). رابطۀ علّی ذهن‌آگاهی و انگیزش تحصیلی درونی و بیرونی با میانجی چشم‌انداز زمان در دانشجویان دانشگاه شهید چمران اهواز. فصلنامه روان‌شناسی تربیتی، 15(53)، 181-161. https://doi.org/10.22054/jep.2020.38197.2520
بشارت، م. ع. (1398). مقیاس چندبعدی حمایت اجتماعی ادراک شده: پرسشنامه، روش اجرا و نمره گذاری. روان‌شناسی تحولی (روان‌شناسان ایرانی)، 15(60)، 447-449. https://sanad.iau.ir/Journal/jip/Article/1055166
پاشاشریفی، ح. (1385). سنجش انگیزۀ درونی و بیرونی پیشرفت و نگرش دانش‌آموزان مقاطع مختلف تحصیلی نسبت به مسائل آموزشی و سهم این متغیرها در تبیین پیشرفت تحصیلی آنان. فصلنامۀ نوآوری‌های آموزشی، 5(4)، 202-171. https://noavaryedu.oerp.ir/article_78814.html
سجادیان، آ. (1394). ویژگی‌های روان‌سنجی پرسشنامۀ پنج‌بعدی ذهن‌آگاهی در بین مردم. نشریه پژوهش‌های علوم شناختی و رفتاری، 5(2)، 40-23. https://cbs.ui.ac.ir/article_20741.html
عمارلو، پ.، و شاره.، ح. (1397). حمایت اجتماعی، مسئولیت‌پذیری و اهمال‌کاری شغلی: نقش میانجی‌گرانۀ ارضای نیازهای بنیادین روان‌شناختی. مجله روان‌پزشکی و روان‌شناسی بالینی ایران، ۲۴(2)، ۱۷۶-۱۸۹. http://ijpcp.iums.ac.ir/article-1-2723-fa.html
References
Ajdarbin, B., Abolmaali Alhosseini, K., Ghorban Jahromi, R., & Dortaj, F. (2023). Structural model of the relationship between motivational structure and academic self-defeating behavior in gifted students: The mediating role of problem solving skills. Psychology of Exceptional Individuals. 13(49), 29-57. https://doi.org/10.22054/jpe.2022.69410.2475 (In Persian)
Amarloo, P., & Shareh, H. (2018). Social support, responsibility, and organizational procrastination: A mediator role for basic psychological needs satisfaction. Iranian Journal of Psychiatry and Clinical Psychology, 24(2), 176-189. http://dx.doi.org/10.32598/ijpcp.24.2.176 (In Persian)
Anttila, S., Lindfors, H., Hirvonen, R., Määttä, S., & Kiuru, N. (2023). Dropout intentions in secondary education: Student temperament and achievement motivation as antecedents. Journal of Adolescence, 95(2), 248-263.‏ https://doi.org/10.1002/jad.12110
Baer, R. A., Smith, G. T., Hopkins, J., Krietemeyer, J., & Toney, L. (2006). Using self-report assessment methods to explore facets of mindfulness. Assessment, 13(1), 27-45.‏ https://doi.org/10.1177/1073191105283504
Besharat, M. A. (2019). Multidimensional Scale of Perceived Social Support: Questionnaire, Instruction and Scoring. Journal of Developmental Psychology: Iranian Psychologists, 15(60), 447-449. https://sanad.iau.ir/en/Journal/jip/Article/1055166 (In Persian)
Brown, K. W., & Ryan, R. M. (2003). The benefits of being present: Mindfulness and its role in psychological well-being. Journal of Personality and Social Psychology, 84, 822–848. https://doi.org/10.1037/0022-3514.84.4.822  
Brown, K. W., & Ryan, R. M. (2004). Fostering healthy self-regulation from within and without: A self-determination theory perspective. In P. A. Linley, & S. Joseph (Eds.) Positive Psychology in Practice (pp 105-124). John Wiley & Sons, Inc.. https://doi.org/10.1002/9780470939338.ch7
Carmona-Halty, M., Schaufeli, W. B., Llorens, S., & Salanova, M. (2019). Satisfaction of basic psychological needs leads to better academic performance via increased psychological capital: A three-wave longitudinal study among high school students. Frontiers in Psychololog, 10, 2113. https://doi: 10.3389/fpsyg.2019.02113
Cheung, R. Y. M., & Ng, M. C. Y. (2019). Mindfulness and symptoms of depression and anxiety: The underlying roles of awareness, acceptance, impulse control, and emotion regulation. Mindfulness, 10, 1124–1135. https://doi.org/10.1007/s12671-018-1069-y
Deci, E. L., & Ryan, R. M. (2000). The ‘what’ and ‘why’ of goal pursuits: Human needs and the self determination of behavior. Psychological Inquiry, 11(4), 227–268. https://doi.org/10.1207/S15327965PLI1104_01
Deci, E. L., & Ryan, R. M. (2012). Self-Determination Theory. In P. A. M. Van Lange, A. W. Kruglanski, & E. T. Higgins (Eds.), Handbook of Theories of Social Psychology (pp. 416-437, Vol. 1). Thousand Oaks, CA: Sage. https://doi.org/10.4135/9781446249215.n21
Derogatis, L. R. (1986). The Psychosocial Adjustment to Illness Scale (PAIS). Journal of Psychosomatic Research, 30(1), 77-91. https://doi.org/10.1016/0022-3999(86)90069-3
Ejei, J., Khezri Azar, H., Babaei Sangelaji, M., Amani, J. A. (2009). The structural model of the relationships between the perceived teacher autonomy support, basic psychological needs, intrinsic motivation, and effort. Research in Psychological Health, 2(4), 47–56. http://rph.khu.ac.ir/article-1-129-en.html (In Persian)
Elphinstone, B., Egan, P., & Whitehead, R. (2021). Greater autonomous motivation for study and basic psychological need satisfaction by being presently aware and ‘letting go’: An exploration of mindful attention and nonattachment. Motivation and Emotion, 45, 1-12.‏ https://doi.org/10.1007/s11031-020-09836-4
Eskandari, N., & Sadoughi, M. (2021). The relationship between psychological basic needs and academic engagement by considering the mediating role of intrinsic motivation. Rooyeshe, 9(12), 23-32. http://frooyesh.ir/article-1-2398-fa.htm. (In Persian)
Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American Psychologist, 56(3), 218–226. https://doi.org/10.1037/0003-066X.56.3.218
Gerard, J. M., Landry-Meyer, L., & Roe, J. G. (2006). Grandparents raising grandchildren: The role of social support in coping with caregiving challenges. The International Journal of Aging and Human Development, 62(4), 359-383. https://doi.org/10.2190/3796-DMB2-546Q-Y4AQ
Gillet, N., Forest, J., Benabou, C., & Bentein, K. (2015). The effects of organizational factors, psychological need satisfaction and thwarting, and affective commitment on workers’ well-being and turnover intentions. Le Travail Humain, 78(2), 119–140. https://doi.org/10.3917/th.782.0119
Gnambs, T., & Hanfstingl, B. (2016). The decline of academic motivation during adolescence: An accelerated longitudinal cohort analysis on the effect of psychological need satisfaction. Educational Psychology, 36(9), 1691-1705. https://doi.org/10.1080/01443410.2015.1113236
Goodboy, A. K., & Kline, R. B. (2017). Statistical and practical concerns with published communication research featuring structural equation modeling. Communication Research Reports, 34(1), 68-77. https://doi.org/10.1080/08824096.2016.1214121
Graves, L., & Luciano, M. (2013). Self-determination at work: Understanding the role of leader member exchange. Motivation and Emotion, 37(3), 518–536. https://doi.org/10.1007/s11031-012-9336-z
Hair, J. F., & Sarstedt, M. (2020). Factors versus composites: Guidelines for choosing the right structural equation modeling method. Project Management Journal, 50(6), 619–624. https://doi.org/10.1177/8756972819882132
Kabat-Zinn, J. (2003). Mindfulness-based interventions in context: Past, present, and future. Clinical Psychology: Science and Practice, 10(2), 144–156. https://doi.org/10.1093/clipsy.bpg016
Kline, R. B. (2016). Principles and practice of structural equation modelling (4th ed). New York. NY: The Guilford Press.
Knight, C., Patterson, M., Dawson, J., & Brown, J. (2017). Building and sustaining work engagement – a participatory action intervention to increase work engagement in nursing staff. European Journal of Work and Organizational Psychology, 26(5). 634–649. https://doi.org/10.1080/1359432X.2017.1336999
La Guardia, J. G., Ryan, R. M., Couchman, C. E., & Deci, E. L. (2000). Within-Person Variation in Security of Attachment: A Self-Determination Theory Perspective on Attachment, Need Fulfillment, and Well-Being. Journal of Personality and Social Psychology, 79(3), 367-384.‏ https://doi.org/10.1037/0022-3514.79.3.367
Lam, B. H., Yang, L., Cheng, W. Y. R., Cheng, C. K. E., Ng, Y. K. J., & Wu, Z. H. (2022). Social support as an engaged behavior of teaching: A self-determination theory perspective. Paper presented at Redesigning Pedagogy International Conference (RPIC 2022). National Institute of Education, Nanyang Technological University, Singapore. https://repository.eduhk.hk/en/publications/social-support-as-an-engaged-behavior-of-teaching-a-self-determin/
Lavasani, M. G., Weisani, M., & Ejei, J. (2011). The role of achievement goals, academic motivation, and learning strategies in statistics anxiety: Testing a causal model. Procedia-Social and Behavioral Sciences, 15, 1881-1886. https://doi.org/10.1016/j.sbspro.2011.04.020
Li, C., Kee, Y. H., Kong, L. C., Zou, L., Ng, K. L., & Li, H. (2019). Autonomy-supportive teaching and basic psychological need satisfaction among school students: The role of mindfulness. International Journal of Environmental Research and Public Health, 16(14). 2599. https://doi.org/10.3390/ijerph16142599
Lu, J., Zhang, C., Xue, Y., Mao, D., Zheng, X., Wu, S., & Wang, X. (2019). Moderating effect of social support on depression and health promoting lifestyle for Chinese empty nesters: A cross-sectional study. Journal of Affective Disorders, 256, 495-508.‏ https://doi.org/10.1016/j.jad.2019.04.003
Malboeuf-Hurtubise, C., Taylor, G., & Mageau, G. A. (2019). Impact of a mindfulness-based intervention on basic psychological need satisfaction and internalized symptoms in elementary school students with severe learning disabilities: Results from a randomized cluster trial. Frontiers in Psychology, 10, 2715.‏ https://doi.org/10.3389/fpsyg.2019.02715
Marumo, P., Joseph, C. H., & Anikelechi, I. G. (2019). Academic motivation of school going adolescents: Gender and age difference. Gender and Behaviour, 17(1), 12306-12315. https://hdl.handle.net/10520/EJC-15d528d74f
Miralles-Armenteros, S., Chiva-Gómez, R., Rodríguez-Sánchez, A., & Barghouti, Z. (2021). Mindfulness and academic performance: The role of compassion and engagement. Innovations in Education and Teaching International, 58(1), 3-13. https://doi.org/10.1080/14703297.2019.1676284
National Center for Education Statistics. (1999). The Condition of Education, 1999. Washington: NCES Publication. https://nces.ed.gov/pubs99/condition99/pdf/1999022.pdf
Omidian, M., Mehrabi, Z., & Hajiyakhchali, A. (2019). The causal relation between the mindfulness, internal and external academic motivation by mediated time perspective in Shahid Chamran University of Ahvaz’s Students. Educational Psychology. 15(53), 141-159. https://doi.org/10.22054/jep.2020.38197.2520 (In Persian)
Pashasharifi, H. (2006). Assessment of intrinsic and extrinsic motivation and attitude towards educational condition of students in different level of study to predict school achievement. Journal of Educational Innovations, 5(4), 171-202. https://noavaryedu.oerp.ir/article_78814.html?lang=en (In Persian)
Preacher, K. J., & Hayes, A. F. (2008), Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models. Behavior Research Methods, 40(3), 879-891. https://doi.org/10.3758/BRM.40.3.879
Putwain, D. W., Schmitz, E. A., Wood, P., & Pekrun, R. (2021). The role of achievement emotions in primary school mathematics: Control–value antecedents and achievement outcomes. British Journal of Educational Psychology, 91(1), 347-367. https://doi.org/10.1111/bjep.12367
Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. The Guilford Press. https://link.springer.com/book/10.1007/978-1-4899-2271-7
Ryff, C. D. (1989). Happiness is everything, or is it? Explorations on the meaning of psychological well-being. Journal of Personality and Social Psychology, 57(6), 1069-1081. https://doi.org/10.1037/0022-3514.57.6.1069
Sajjadian, I. (2016). Psychometric properties of the five facet Mindfulness Questionnaire in people. Research in Cognitive and Behavioral Sciences, 5(2), 23-40. https://cbs.ui.ac.ir/article_20741.html?lang=en (In Persian)
Schultz, P. P., Ryan, R. M., Niemiec, C. P., Legate, N., & Williams, G. C. (2015). Mindfulness, work climate, and psychological need satisfaction in employee well-being. Mindfulness, 6, 971–985. https://doi.org/10.1007/s12671-014-0338-7
Scott Rigby, C., Schultz, P. P., & Ryan, R. M. (2014). “Mindfulness, interest-taking, and self-regulation: A self-determination theory perspective on the role of awareness in optimal functioning”. In C. T. Ngnoumen and E. J. Langer (eds.) The Wiley Blackwell Handbook of Mindfulness (pp. 216-235). United States: Wiley Blackwell. https://doi.org/10.1002/9781118294895.ch28
Trenshaw, K. F., Revelo, R. A., Earl, K. A., & Herman, G. L. (2016). Using self-determination theory principles to promote engineering students’ intrinsic motivation to learn. International Journal of Engineering Education, 32(3), 1194-1207.‏ https://experts.illinois.edu/en/publications/using-self-determination-theory-principles-to-promote-engineering/  
Uchino, B. N., Bowen, K., Carlisle, M., & Birmingham, W. (2012). Psychological pathways linking social support to health outcomes: A visit with the "ghosts" of research, past, present, and future. Social Science and Medicine, 74(7), 949–957. https://doi.org/10.1016/j.socscimed.2011.11.023
Vallerand, R. J., Pelletier, L. G., Blais, M. R., Briere, N. M., Senecal, C., & Vallieres, E. F. (1992). The Academic Motivation Scale: A measure of intrinsic, extrinsic, and amotivation in education. Educational and Psychological Measurement, 52(4), 1003-1017. https://doi.org/10.1177/0013164492052004025
Van den Broeck, A., Ferris, D. L., Chang, C., & Rosen, C. C. (2016). A review of self-determination theory's basic psychological needs at work. Journal of Management, 42(5), 1195–1229. https://doi.org/10.1177/0149206316632058
Yang, Y., Zhang, Y., & Sheldon, K. M. (2018). Self-determined motivation for studying abroad predicts lower culture shock and greater well-being among international students: The mediating role of basic psychological needs satisfaction. International Journal of Intercultural Relations, 63, 95-104.‏ https://doi.org/10.1016/j.ijintrel.2017.10.005
Yarin, A. J., Encalada, I. A., Elias, J. W., Surichaqui, A. A., Sulca, R. E., & Pozo, F. (2022). Relationship between motivation and academic performance in Peruvian undergraduate students in the subject mathematics. Education Research International, 2022. https://doi.org/10.1155/2022/3667076
Zimet, G. D., Dahlem, N. W., Zimet, S. G., & Farley, G. K. (1988). The Multidimensional Scale of Perceived Social Support. Journal of Personality Assessment, 52(1), 30-41. https://doi.org/10.1207/s15327752jpa5201_2
Journal of Applied Psychological Research
Volume 17, Issue 2
July 2026
Pages 249-265
  • Receive Date: 31 August 2023
  • Revise Date: 17 November 2023
  • Accept Date: 20 December 2023
  • First Publish Date: 08 August 2024
  • Publish Date: 01 July 2026