Prediction of resiliency based on Family communication patterns and satisfying basic psychological needs

2015 ◽  
Vol 5 (1) ◽  
pp. 11-17 ◽  
Author(s):  
Ghavam Moltafet
Keyword(s):  
High School Students ◽  
Family Communication ◽  
Psychological Needs ◽  
Need Satisfaction ◽  
Basic Psychological Needs ◽  
Communication Patterns ◽  
Family Communication Patterns ◽  
School Students ◽  
Mediating Role ◽  
The Relationship

he purpose of this study was to investigate the relationship between family communication patterns and Resiliency with mediating role of satisfying basic psychological needs in high school students. Therefore, 379 participants (183 males and 196 females) were selected by multistage random cluster sampling among high school students in Dezful city. The research tools include: Basic need satisfaction in relationship (Deci & Ryan, 2000). Resilience Scale of Connor - Davidson (2003) and Revised Family Communication Patterns Questionnaire (Koerner and Fitzpatrick, 2002). The reliability and validity of the instruments were approved. To test the model, Path analysis was used that results indicated that among dimensions of family communication patterns, the dialogue dimension has a significant positive direct and indirect effect on resiliency through three psychological. In addition Conformity dimension had indirect effect on resiliency through satisfying needs for relatedness. In sum the results showed that basic need satisfaction had a mediating role in the relationship between family communication pattern and resiliency. The findings of this study are good evidences of direct and indirect impact of parents on children. Therefore, the families who were trying to have a dialogue with children, pay attention to their demands, this resulted in child resilience. Keywords: Dialogue, need for relatedness, need for competence and resiliency. 

scholarly journals The mediating role of basic psychological needs in the relationship between self-determination and meaning in life in adolescentErgenlerde öz-belirleyicilik ve yaşamda anlam ilişkisinde temel psikolojik gereksinimlerin aracı rolü

2017 ◽  
Vol 14 (2) ◽  
pp. 1558
Author(s):  
Nur Demirbaş Çelik ◽  
Fatoş Tezcan
Keyword(s):  
High School ◽  
High School Students ◽  
Meaning In Life ◽  
Psychological Needs ◽  
Need Satisfaction ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
School Students ◽  
Psychological Need ◽  
The Relationship

As in every part of life, concept of meaning in life has an important place during adolescence as a determinant of well-being. In this research concepts of meaning in life of high school students have been investigated with the perception of self-determination, which is a motivation theory. The aim of the study was to test structural equation model in which the relationship between self-determination and meaning in life is mediated by basic psychological need satisfaction. The sample of the study consisteds of 348 High School Student in İstanbul. In order to gather data, Basic Psychological Need Satisfaction Scale (BPNS), Self-Determination Scale (SDS) and the Meaning in Life Questionnaire (MLQ) were used. The data were analysed by using SPSS 20 and LISREL 8.8. The results revealed that satisfaction of basic psychological needs fully mediated the relationship self-determination between and meaning in life in high school students. However, results also showed significant negative relationship between self-determination and search of meaning in life. The results and limitations of the study were discussed and recommendations have been provided to the researchers.Extended English abstract is in the end of PDF (TURKISH) file. ÖzetYaşamda anlam anlayışı, yaşamın her döneminde olduğu gibi iyi oluşun bir belirleyicisi olarak ergenlik döneminde de önemli bir noktada yer almaktadır. Bu araştırma lise öğrencilerinin yaşamda anlam anlayışlarını bir motivasyon kuramı olan öz- belirleme bakış açısıyla incelemektedir. Bu araştırmanın amacı, öz belirleyicilik ile yaşamda anlam arasındaki ilişkide temel psikolojik gereksinimlerin aracı rolünün yapısal eşitlik modeli ile test edilmesidir. Araştırmanın çalışma grubu, İstanbul’da lise öğrenimi gören 348 öğrenciden oluşmaktadır. Araştırmada veri toplamak amacıyla Temel Psikolojik İhtiyaçlar Ölçeği (TPİÖ), Özerk Benlik Yönetimi Ölçeği (ÖBYÖ) ve Yaşamda Anlam Ölçeği (YAÖ) kullanılmıştır. Veriler SPSS ve LISREL 8.8 programı kullanılarak test edilmiştir. Araştırma sonucunda, lise öğrencilerinde öz-belirleme ile yaşamda anlam arasındaki ilişkinin temel psikolojik ihtiyaçların doyumu aracılığıyla sağlandığı bulunmuştur. Bununla birlikte araştırma sonuçları, öz- belirleme ve yaşamda anlam arayışı arasında doğrudan negatif yönde anlamlı bir ilişki olduğunu göstermiştir. Araştırma bulguları ve sınırlılıkları tartışılmış bu bağlamda araştırmacılara yönelik öneriler sunulmuştur.

Test Anxiety in Potential First-Generation Students: A Longitudinal Examination of the Role of Psychological Needs

2020 ◽  
Vol 14 (2) ◽  
pp. 33-49
Author(s):  
Natalie Spadafora ◽  
Emily L. Murphy ◽  
Danielle S. Molnar ◽  
Dawn Zinga
Keyword(s):  
High School ◽  
High School Students ◽  
Test Anxiety ◽  
First Generation ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Report ◽  
First Generation Students ◽  
School Students ◽  
Post Secondary

It is estimated that 15-22% of students have high levels of test anxiety (von der Embse, Jester, Roy, & Post, 2018), which can be associated with greater academic stress and poorer educational performance (e.g., Steinmayr, Crede, McElvany, & Withwein, 2016). First-generation students (where neither parent has completed post-secondary education) are a critical group to study given that they are at higher risk for poorer educational attainment and being unsuccessful at the post-secondary level. Therefore, the purpose of this study was to examine the link between basic psychological needs and test anxiety in a sample of first-generation Ontario high school students across two points in time (N = 147;  Mage = 14.82, SD = 1.28). Self-report data was collected as a part of an on-going longitudinal study focusing on students attending a high school with specialized programming to enhance the transition to post-secondary institutions. Results from cross-lagged path analyses indicated that being older, female, and having higher levels of needs frustration significantly predicted higher levels of test anxiety over time within this sample. Our results highlight important educational implications, emphasizing the importance of fostering classroom environments where students perceive their psychological needs to be met, particularly within this unique population of students.

scholarly journals Conditional regard, stress, and dyadic adjustment in primiparous couples: A dyadic analysis perspective

2021 ◽  
pp. 026540752199356
Author(s):  
Alexandra Cournoyer ◽  
Julie C. Laurin ◽  
Marie-Ève Daspe ◽  
Sophie Laniel ◽  
Anne-Sophie Huppé
Keyword(s):  
Transition To Parenthood ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Dyadic Adjustment ◽  
Dyadic Analysis ◽  
Mediation Model ◽  
Online Questionnaire ◽  
Mediating Role ◽  
Underlying Mechanisms ◽  
The Relationship

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.

Sign in / Sign up

Export Citation Format

Share Document