Document Type : Original Article

Researchers

• roya ahmadi charani ¹
• esmaeil saadipour ²
• fariborz dortaj ²

¹ Allameh Tabatabaei University, Tehran

² Educational Psychology, Faculty of Psychology and Educational Sciences, Allameh Tabatabaei University, Tehran, Iran

Ministerial Ethics Committee

Title: Predicting Academic Performance Based on Basic Psychological Needs Satisfaction and Psychological Flexibility: The Mediating Role of Students' Attitudes Toward Education

Abstract:

This study aims to investigate the predictive role of basic psychological needs satisfaction (autonomy, competence, relatedness), psychological flexibility, and students’ attitudes toward education on the academic performance of female high school students in District 3 of Karaj’s Department of Education. Grounded in the Self-Determination Theory, the research emphasizes that fulfillment of basic psychological needs strengthens intrinsic motivation and academic success. Psychological flexibility, defined as the ability to manage thoughts and emotions in challenging situations, is also considered a key contributor to learning outcomes. Moreover, students' attitudes toward school may mediate the relationship between psychological factors and academic achievement.

This correlational study adopts a quantitative design with a sample of 150 female students selected via multistage cluster sampling. Instruments include standardized questionnaires: the Basic Psychological Needs Satisfaction Scale, the Cognitive Flexibility Inventory, and the School Attitude Assessment Survey-Revised (SAAS-R). Academic performance is measured by students' final GPA. Data will be analyzed using SPSS software with hierarchical multiple regression analysis to explore both direct and mediating effects.

The findings of this research are expected to contribute to educational and psychological theory and practice, offering insights for designing effective interventions aimed at improving student performance. The study also highlights the importance of integrating motivational and cognitive-emotional variables within educational policy and classroom strategies.