Predicting Academic Satisfaction Based on Psychological Needs with the Mediating Role of Class-Related Emotion and Early Maladaptive Schemas

The aim of the current research was to predict academic satisfaction based on psychological needs with the mediating role of Class-Related Emotion and early maladaptive schemas. In this correlational description, with a random cluster method, 741 students aged 13 to 14 years old in 15th district of Tehran in 1400 were selected as a sample and were asked to answer the basic psychological needs questionnaire of Desi (2000), the Dusseldorf Child Schema Picture Questionnaire (DISC) Luez, Mayer and Petroski (2018), the Class-Related Emotion Scales, derived from the academic emotions questionnaire (AEQ) Pekrun et al (2005) and the academic satisfaction subscale, derived from the multi-dimensional life satisfaction (Höbner, 2001). The data were analyzed using partial least squares (PLS) software. The results showed that psychological needs variable with the mediation of positive and negative academic emotions and initial incompatible plans have a significant effect in explaining academic satisfaction and the overall effect of this change on academic satisfaction is also significant. Therefore, satisfying basic psychological needs can increase positive Class-Related Emotion, decrease negative Class-Related Emotion, and decrease initial incompatible schema and so it can increase academic satisfaction. Based on the results, educational psychologists can simultaneously play an important role in Class-Related Emotion and early maladaptive schemas and improve academic satisfaction by considering the basic psychological needs, and thus they can eliminate the factors that cause them to be discouraged with their lessons and education.