Academic Emotions as a Mediator Between Basic Psychological Needs, Internet Addiction, and Academic Engagement Among High School Students Post-COVID
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Objective: This study examines the mediating role of academic emotions in the relationship between basic psychological needs, internet addiction, and academic engagement among high school students in the post-COVID period.
Methods and Materials: This study employed a descriptive-correlational design, utilizing structural equation modeling (SEM). A total of 428 high school students in Tehran were selected using a cluster random sampling method. Data were collected through validated questionnaires on academic engagement, internet addiction, basic psychological needs, and academic emotions. Reliability and validity were confirmed using Cronbach’s alpha and confirmatory factor analysis. Data analysis was conducted using SEM in AMOS software.
Findings: The findings indicated that internet addiction negatively influenced academic engagement both directly and indirectly through increased negative academic emotions (β= -0.07, p<0.01). Basic psychological needs did not directly affect academic engagement (p > 0.05), but had an indirect positive effect mediated by positive academic emotions (β = 0.14, p < 0.01). Positive emotions were positively associated with engagement (β = 0.39, p < 0.01), while negative emotions had a detrimental effect (β = -0.18, p < 0.01).
Conclusion: Internet addiction reduces academic engagement by increasing negative emotions, while fulfilling basic psychological needs enhances engagement through positive emotions. Schools should promote strategies to reduce internet dependency and foster supportive environments that meet students’ psychological needs, thereby improving their engagement.
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