The effect of teacher autonomy support and causality orientations of autonomy on educational alienation of second grade high school students with mediating role basic psychological needs

The main objective of this study was to investigate the effect of teacher autonomy support, causality orientations of autonomy, basic psychological needs and the high school educational alienation in the form of a causal model. This descriptive-correlational study was a structural equation modeling using path analysis. The statistical population of the study consisted of all female high school students who were studying in the city of Urmia in 2015-2016. A total of 300 people were selected using random cluster sampling Which was used to determine the sample size from the Morgan table. Data were gathered throughstandard questionnaires of; Educational alienation (Dillon and Grout, 1976), Basic psychological needs (La Guardia and Couchman, 2000), Teacher autonomy support (Black and Deci, 2000), and Orientation causal of autonomous (Rose, Markland and Parfitt, 2001). Data using path analysis, were analyzed. The results of this study showed that support for teacher autonomy and autonomous locus of control have a significant positive effect on basic psychological needs (P<0.01). Basic psychological needs of students with alienation have a significant negative effect (P<0.01). Supporting teacher autonomy and autonomous locus of controlhave a significant negative impact on students academic alienation (P<0.01). Finally, the basic psychological need the effect between teacher autonomy support and autonomous causal tendenciesplay a mediating role with alienation from school students.