The pattern of structural relationships of academic achievement identity based on basic psychological needs With the mediation of mindfulness and academic self-efficacy

The objective of this research is to develop a model of structural relations of successful academic identity which the basic psychological needs were included in the research as input variables, mindfulness, and academic self-efficacy as the mediating variables, and the successful academic identity as the output variables. This is descriptive-correlational research that was conducted using structural equation modeling (SEM). All the students of the first secondary school of Qom city in 2022-2023 were selected as the research population by a multi-stage cluster random sampling method who was 355. Data was collected using the basic psychological needs of La Guardia et al. (2000) inventory, the multifaceted mindfulness scale of Baer et al. (2006), Jinks and Morgan's (1999) academic self-efficacy questionnaire, and Was & Isaacson (2008) successful academic identity. The collected data was analyzed using AMOS22 software. The findings of the research showed that basic psychological needs have a positive and significant relationship with mindfulness mediation's role on the successful academic identity directly and indirectly. However, academic self-efficacy does not have a significant mediating role in the effect of basic psychological needs on a successful academic identity (p<0.05). According to the results and regarding the role of basic psychological needs and mindfulness in the successful academic identity, it is essential to pay attention to the basic needs of each student by family and teachers by holding family education workshops, on-the-job training, and increasing students' mindfulness using psychologists and school counselors and holding training classes.