Perceptions of Classroom Environment, Satisfaction of Basic Psychological Needs, and Academic Emotions: The Mediating Role of Basic Psychological Needs

Abstract

The present study aimed to investigate the mediating role of basic psychological needs in the relationship between students’ perceptions of classroom environment and their academic emotions. A total of 268 students (137 males and 131 females) were selected from high schools located in Yasouj (Iran) via multistage cluster sampling. The participants filled out the Pekrun, Goetz, and Frenzel’s (2005) Achievement Emotions Questionnaire, Learning Environment Inventory, and Basic Needs Satisfaction. The proposed model was assessed by Structural Equation Model (SEM) using AMOS. Results indicated that the suggested model had a good fit with the empirical data. Furthermore, students’ perceptions of classroom environment had a positive and significant relationship with psychological needs satisfaction and academic emotions. In addition, satisfaction of basic psychological needs significantly and positively influenced academic emotions. Overall, findings demonstrated that satisfaction of basic psychological needs played a mediating role in the relationship between students’ perceptions of classroom environment and academic emotions.