The Relationship between First Year Students’ Interaction, Basic Psychological Needs, and Academic Success

Many couples transitioning into parenthood are at risk for dyadic adjustment declines. It is therefore important to explore key, theory-driven deterrents of enduring relationships during this period, as well as potential underlying mechanisms. This study examined the relationship between perceived conditional negative regard (i.e. a behavior that thwarts basic psychological needs; T1), stress (T1), and dyadic adjustment (T2) during the transition to parenthood. Primiparous couples ( N = 144) were recruited to fill out an online questionnaire when their babies were 6-months (T1) and 12-months (T2). Path analysis with an Actor-Partner Interdependence Mediation Model was conducted. Results show that for each partner (actor effects), stress (T1) mediated the link between perceived conditional negative regard (T1), and later dyadic adjustment (T2). For the partner effects, while stress (T1) did not play a mediating role between these variables, other partner effects were found. Each primiparous parent’s perceived conditional negative regard (T1) was associated with the other parent’s later dyadic adjustment (T2). However, when examining longitudinal changes in stress and dyadic adjustment over time (T2, controlling for respective T1), no significant associations were found. Overall, the findings shed light on the dyadic associations of conditional negative regard, and the mechanisms through which it is negatively tied with dyadic adjustment during the transition to parenthood.

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Enhanced student perceptions of learning and performance using concept-point-recovery teaching sessions: a mixed-method approach

International Journal of STEM Education ◽

10.1186/s40594-021-00276-1 ◽

2021 ◽

Vol 8 (1) ◽

Author(s):

Hyun Jin Cho ◽

Michael R. Melloch ◽

Chantal Levesque-Bristol

Keyword(s):

Academic Success ◽

Active Learning ◽

Learning Environment ◽

Learning Outcomes ◽

Student Perceptions ◽

Psychological Needs ◽

Basic Psychological Needs ◽

Academic Learning ◽

Control Group ◽

The Impact

Abstract Background Active learning pedagogy has recently received a great deal of attention, and many universities have attempted to create student-centered learning environments to improve students’ academic success. The purpose of this study is to explore the impact of concept-point-recovery (CPR) teaching sessions as an active learning strategy on students’ perceptions of the learning environment, motivation, and academic learning outcomes in an electrical engineering course. To investigate the effectiveness of CPR sessions, students’ perceptions of learning and their performance were compared to those of students in a control classroom. Finally, students’ written comments on the course and instructor were explored in further analysis. Results The quantitative findings revealed that there was a significant change in students’ perceptions of learning after the CPR teaching sessions, and there was an increase in students’ perceptions and learning outcomes compared with those of the control group. In addition, the qualitative findings from students’ written feedback demonstrated that students felt that the instructor cared about students’ learning and success and that they had a positive learning environment. Conclusions CPR teaching sessions can be an alternative model for instructors to connect with students and create supportive environments to help students achieve academic success, which in turn promotes the satisfaction of students’ basic psychological needs and self-determined motivation. Therefore, increasing students’ engagement in their learning processes and making connections with students through CPR teaching sessions can facilitate improvements in students’ motivation and academic success. How this new active learning technique can be applied to higher education is discussed.

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A Research on the Relationship between Teaching Presence and Online Learners' Basic Psychological Needs

Proceedings of the 2018 International Conference on Distance Education and Learning - ICDEL '18 ◽

10.1145/3231848.3231862 ◽

2018 ◽

Author(s):

Chengling Zhao ◽

Chenxing Ma

Keyword(s):

Psychological Needs ◽

Basic Psychological Needs ◽

Teaching Presence ◽

Online Learners ◽

The Relationship

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The Relationship between Soccer Club Coaches’ Decision-Making Style, Basic Psychological Needs, and Intention to Continue to Exercise: Based on Amateur Male Soccer Club Members in Korea

Social Sciences ◽

10.3390/socsci7100200 ◽

2018 ◽

Vol 7 (10) ◽

pp. 200 ◽

Cited By ~ 1

Author(s):

YongKoo Noh ◽

Kyongmin Lee ◽

Chul-Ho Bum

Keyword(s):

Decision Making ◽

Psychological Needs ◽

Basic Psychological Needs ◽

Convenience Sample ◽

Exercise Participation ◽

Sports Science ◽

The People ◽

Coaching Behavior ◽

Intention To Continue ◽

The Relationship

Numerous studies in sports science have investigated the relationships between coaching behavior, basic psychological needs, and intention to continue to exercise in sport participants in order to promote their continued exercise participation. However, little is known about the effect of the coach’s decision-making style on sport participants’ basic psychological needs and intention to continue to exercise. Thus, this study empirically investigated the relationship between these three variables. For this purpose, a survey was given to a convenience sample of 200 members of amateur male soccer clubs in Seoul and Gyeonggi, Korea. The results of multiple regression analysis showed that the type of coach that makes decisions based on a thorough analysis and reasonable evaluation of all possible solutions had a greater effect on the satisfaction of basic psychological needs and a greater effect on intention to continue to exercise in soccer club members than the types of coaches who use other styles of decision making in coaching. In addition, the intention to continue to exercise in soccer club members was higher when they voluntarily participated in soccer activities and when they made a strong emotional bond with the people they were exercising with. The findings of this study may provide the basic data on the coaches’ decision-making style needed to improve sport participants’ internal motivation and to stimulate their intention to continue to exercise.

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Effects of Basic Psychological Needs on Resilience: A Human Agency Model

Frontiers in Psychology ◽

10.3389/fpsyg.2021.700035 ◽

2021 ◽

Vol 12 ◽

Author(s):

Yuan Liu ◽

Xiaoxing Huang

Keyword(s):

Academic Performance ◽

Human Agency ◽

Self Determination Theory ◽

Analytical Framework ◽

Psychological Needs ◽

Academic Resilience ◽

Basic Psychological Needs ◽

Mediation Model ◽

Agency Model ◽

The Relationship

Academic resilience refers to the ability to recover and achieve high academic outcomes despite environmental adversity in the academic setting. At the same time, self-determination theory (SDT) offers a human agency model to understand individuals' autonomy to achieve in various fields. The present longitudinal study explored the factors influencing resilience from the analytical framework of SDT to investigate how basic psychological needs strengthen students' resilience. A mediation model was proposed that resilience may mediate the relationship between basic psychological needs and academic performance. The results from 450 10th grade Chinese students showed that three basic psychological needs (i.e., autonomy, competence, and relatedness) facilitate academic resilience; academic resilience thus increases subsequent academic performance after controlling for previous test scores.

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Dynamics of the relationship of emotional intelligence with the results of the state exam during the adaptation of school system to its introduction

Experimental Psychology (Russia) ◽

10.17759/exppsy.2015080210 ◽

2015 ◽

Vol 8 (2) ◽

pp. 139-150

Author(s):

E.S. Dmitrieva ◽

V.Ya. Gelman

Keyword(s):

Emotional Intelligence ◽

School System ◽

The State ◽

Russian Language ◽

Self Report ◽

First Year ◽

First Year Students ◽

Adaptation Processes ◽

Relationship Of ◽

The Relationship

Research is devoted to the study of the relationship of emotional intelligence of students with the results of the state exam in the adaptation of the school system for 5 years from the date of introduction. The sample consisted of 156 first-year students. Evaluation of the components of emotional intelligence was measured by self-report (EmIn questionnaire). There was a statistically significant correlation between the severity of different indicators of emotional intelligence of students passing the exam and the results of the three school subjects: Russian language, Mathematics, Social studies. It is shown that since the introduction in 2009 of compulsory exam the level of communication between the indicators of emotional intelligence and the results of the examination has changed. Adaptation processes to the introduction of the state exam lead to changes contingent of successful students: If at the time of the introduction of the exam more successful were students with higher EI, in the process of adaptation more successful became those with lower EI. It was shown that the components of EI, having the most important relationships with the results of the exam, are different for the considered subjects; the dynamics of these relationships has been revealed.

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