H. Ahmadian; F. JomEhri; H. Ahmadi; N. Farokhi
Volume 18, Issue 1 , June 2011, , Pages 1-18
Abstract
This study has been conducted to investigate the relationship between personality characteristics and satisfaction of basic psychological needs with psychological well-being. Three hundred and two students (189 boys and 193 girls) of sanandaj Islamic Azad University, were selected using cluster sampling. ...
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This study has been conducted to investigate the relationship between personality characteristics and satisfaction of basic psychological needs with psychological well-being. Three hundred and two students (189 boys and 193 girls) of sanandaj Islamic Azad University, were selected using cluster sampling. Participants big- five- factor of personality (IPIP), basic psychological needs (BPNS) and psychological well-being (SPWB) questionnaires. Exploratory and confirmatory factor analyses were used to examine the validity of measurement instruments. Using a LISREL model, effects of five factors of personality on psychological well-being whit mediating role of ''basic psychological needs". was investigated Findings indicated that generally assumed model was fitted with data. The effect of extroversion on relation with others, agreeableness with autonomy and competence was significant. Moreover, emotional stability, conscientiousness and openness to experience had positive effect on competence. and the effect of autonomy, competence and relation with others on psychological well-being was significant. Personality characteristics had not direct effect on psychological well-being, but had effect through satisfaction of psychological needs.
Y. Karimi; V. Khalkhali; H. Ahad; G. Nafisi
Volume 16, Issue 2 , December 2009, , Pages 189-218
Abstract
The goal of the present research was to examine the impact of intrinsic versus extrinsic goal framing and autonomy-supportive versus internally and externally controlling communication style on fifth-grade male students’ academic achievement. For this a two factorial design 2 × 3 were conducted. ...
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The goal of the present research was to examine the impact of intrinsic versus extrinsic goal framing and autonomy-supportive versus internally and externally controlling communication style on fifth-grade male students’ academic achievement. For this a two factorial design 2 × 3 were conducted. A learning text was framed in terms of the attainment of an intrinsic (i.e., health) versus extrinsic (i.e., physical attractiveness) goal and communicated these different goal contents in an internally and externally controlling versus autonomy-supportive way. Both conceptual and rote learning were assessed. 147 subjects participated in the study. Results of MANOVA analyses shown that intrinsic versus extrinsic goal framing and autonomy support promoted conceptual learning and retention. Such results were not found for rote learning. It appears that internally and externally controlling contexts and extrinsic goal contexts are equally effective in promoting a literal memorization of the learning material as autonomy supportive and intrinsic goal contexts.