Educational need assessment is the most important step in planning, particularly in curriculum development. Therefore, the purpose of the present study was answering to two questions a) What was the educational needs and its priorities in views of deaf students in technical high schools in Isfahan, Iran? b) Were there any differences between views of male and female students toward educational needs? In the present descriptive study, sixty male and female deaf students were randomly selected in two technical high schools in Isfahan. The participants completed a research-made educational need assessment questionnaire. The findings revealed that most students reported which communicational and motivational needs were needed. Also, there were significant differences between four categories of motivational needs, communicational needs, vocational needs and kinesthetic needs. The results showed that all participants reported their needs in all items, whereas female students reported more needs in motivational and kinesthetic needs than male students.

Background: SDT is an approach to human motivation and personality that highlight the importance of human evolved inner resources for personality development and behavioral self-regulation.Thus , its arena is the investigation of people`s inherent growth tendencies and innate psychological needs that are the basis for their self-motivation and personality. Aims: The aim of present study was to explore the mediating role of basic psychological needs between attachment style and life satisfaction. Method: 251 undergraduates from the universities participated. Participants provided self-report on Attachment Style Inventory of Hazan and Shaver (1978), Basic Psychological Needs Satisfaction of Deci and Ryan (2000) and Satisfaction with Life Questionnaire with Ed Diener et, al (1993). Results: of hierarchical regression analyses confirm that basic psychological needs satisfaction had a full mediation effect between attachment style and life satisfaction. Conclusions: So according to these findings, secure attachment predicts life satisfaction when faced with basic needs. Also, avoiding attachment and ambivalent attachment predict satisfaction with life through satisfaction and lack of satisfaction of needs.
 

Background: Farhangian university is main source of effective manpower for elimination of the needs of human resources education and training. Aims: The purpose of this study was to investigate professional needs of Graduated New teachers of Farhangian University in Farsi language education in elementary school. Method: This research is descriptive survey in terms of its nature. The statistical population of the study was all graduates of Shahid Bahonar and Khajeh Naseer campuses in Kerman province. 384 students were selected by simple random sampling. Data collection was done using a researcher-made questionnaire whose reliability coefficient was 0.91 based on Cronbach's alpha. To analyze the data, descriptive and inferential statistics (one-sample t-test and ANOVA) were used. Results: The results of the research indicated that the ability of student teachers in the four dimensions of teaching, language knowledge, writing and returning poetry to prose was lower than average.There was a significant difference between male and female teachers in the ability of vocabulary and linguistic knowledge to have a significant difference at the level of (P<0/01) and in the level of knowledge, there was a significant difference between(P< 0.05) and(P< 0.05). Also, there was no significant difference in the ability to translate poetry into prose between male and female teacher students. Conclusions: So for effective teacher training, at first should understanding their occupational nature then requirement proportional with nature to design and implementation of training programs. 

Background: Family and couples may have difficulties in various functions and variables, including the basic psychological needs. Research has shown the effectiveness of structural family therapy on various variables, but the basic psychological needs of athlete couples have been neglected. Aims: This study was conducted aiming to determine the effectiveness of structural family therapy on satisfying the basic psychological needs of athlete couples. Method: This research was a quasi-experimental study with pretest-posttest design with experimental group and control group. The statistical population of this study consisted of all athlete couples of the city of Tehran in 2018. From this community, 40 couples were selected by convenience sampling and were randomly assigned to two experimental (20 couples) and control groups. Participants completed the Psychological Needs Satisfaction Scale (Gnieh, 2003). Then, the Minuchin Structural Therapy Family Intervention (2013) was administered to the experimental group but no intervention was performed for the control group. The data were analyzed by analysis of covariance. Results: The results of multivariate analysis of covariance and post hoc tests showed that structural family therapy had significant effects on satisfying the basic psychological needs of athletic couples and its components of self-efficacy, competence and relationship (p<0/001). Conclusions: Structural family therapy can be used to satisfy the basic psychological needs of athlete couples and thus improve the quality of life of couples. 

Background: The focus of reality therapy interventions in working with couples, is to raise couple’s awareness of their needs and to help them meet each other’s needs. Having a valid instrument is needed to measure these basic needs based on their manifestations in terms of close relationship of the couples. Aims: The aim of the present study was to develop and examine psychometric properties of the couple’s basic needs assessment scale (CBNAS). Method: The present study was correlational study. 1049 married individuals (504 women, 545 men) were selected by two-stage cluster sampling. The convergent validity was assessed by finding a correlation between the questionnaire of basic needs (Salari & Sahebi, 1383) and CBNAS. Results: the first half of the data was devoted to test the exploratory factor analysis and the second half of the data was devoted to test the confirmatory factor analysis. The exploratory factor analysis revealed the CBNAS comprises of five dimensions (security, love, power, fun, & freedom) and the result of confirmatory factor analysis confirmed the five dimensions. There was a strong correlation between the CBNAS and the questionnaire of basic needs, which supported the convergent validity for the the couple’s basic needs assessment scale (p<0/01, p<0/05). The reliability of the CBNAS demonstrated a good internal consistency with Cronbach's alpha value of 0/90 and Test-retest value of 0/91. Conclusions: the CBNAS could be used as a reliable and valid scale in couple therapy among Iranian couples. 

Background: Fundamental psychological needs fulfillment are assumed to be major determinants of subjective well-being. Discovering the relationships of these variabeles implecation and education importance. But the important point is that mediating role of hope and future prospects in these relationships has not been examined. Aims: The purpose of this study was to investigate the relationship between basic psychological needs and subjective well-being with the mediating role of hope and future perspective of students. Method: The current research population of Khorram Abad secondary school students is 240 people who were selected by multistage cluster sampling method. In this study,  fundamental psychological needs scale for measuring  fundamental psychological needs variable, two life satisfaction questionnaires, and positive and negative affective for measuring the variables of subjective well-being, life hope scale for hoping variable and time perspective questionnaire for measuring future perspective. Results: The results of structural equation modeling showed that fundamental psychological needs is related both directly with subjective well-being and indirectly predicts subjective well-being through its impact on hope and future prospects (p<0/001). Conclusions: The results of this research emphasize the importance of recognizing the role of fundamental psychological needs, hope, and future prospects on students' subjective well-being. 

Background: Numerous studies have studied the importance of basic psychological needs in students and have investigated the role of basic psychological needs in creating hope, efficiency, resilience and optimism, academic performance, burnout and academic inefficiency. But there is a research gap on the relationship between self-supportive environment and academic well-being with the mediating role of basic psychological needs. Aims: The relationship between self-adherence supportive environment and academic well-being with the mediating role of basic psychological needs. Method: The research was correlated with structural equation modeling. The statistical population consisted of all male high school students in Qaenat city in the academic year of 2018-2019. Research tools include the. Research tools include the Self Assessment of Self Assessment Questionnaire of Assor et al (2002), the Tominin-Sweeney et al (2012) academic well-being scale, and the Lagardia et al(2000). Data were analyzed using Pearson correlation, regression, factor analysis, and structural equations. Results: Self-supporting environment has a direct and significant effect on basic psychological needs and academic well-being and basic psychological needs also has a direct and significant effect on academic well-being (P <0.01). Also, self-supportive environment through mediating variable of basic psychological needs has an indirect effect on students' academic well-being (P<0/01). Conclusions: Increasing the quality of self-supportive environments enhances the psychological needs of students and their academic well-being. 

Background: Numerous studies have examined the causes of marital relationship quality. However, research on the development of structural model for predicting marital satisfaction based on personality factors and Glasser's needs regulation strategies has been neglected through the mediation of self-acceptance in couples. Aims: The purpose of this study was to examine the mediating role of self-acceptance in relation personality factors and Glasser's needs regulation with marital satisfaction. Method: The sample consisted of 615 available couples who were randomly selected by cluster sampling in different urban areas. statistical population were available couples from 20 to 50 years old in Isfahan. Collected data associated with the NEO-Five Factor Inventory (NEO-FFI)(Costa and McCrae,1992), Glasser's Needs Questionnaire (Sahebi, 1380), Self Acceptance Questionnaire (Chamberlain and Haaga, 2001).) and the Perceived Relationship Quality Components (PRQC) (Fletcher, Simpson and Thomas,2000) were used and data were analyzed by Pearson correlation test and structural equation analysis using SPSS software version 25 and Amos 24. Results: Pearson correlation results showed structural equation model of marital relationship quality based on personality factors, Glasser's basic needs and self-acceptance had acceptable goodness of parameters. According to results regression analysis showed that all variables had the power to predict the quality of the marital relationship. Conclusions: Regarding these results, it can be said that changes in the predictive variables in this research are associated with changes in the quality of marital relationship.Findings indicated that self-acceptance plays a significant mediating role in the effects of personality factors and Glasser's needs on marital satisfaction

 
Background: Adolescents spend most of their daytime in school. Thus, schools can likely influence adolescents’ basic psychological needs and their behaviors related to need satisfaction. Researchs has confirmed the effectiveness of basic psychological needs on the promotion of well-being, but the question of this research is whether the strategies of cognitive emotion regulation can affect the relationship between basic psychological needs in school and emotional well-being?
Aims: The aim of this study was to investigate the relationship between psychological basic needs satisfaction at school and students’ emotional well-being with the mediating role of cognitive emotion regulation. Method: This study was a correlational study. The statistical population of this study included all second grade high school students from Shiraz city in the academic year 1397-98. Participants were 487 students (252 girls and 235 boys) selected through the random cluster sampling method. They completed adolescent students’ basic psychological needs at school scale (Tian et al., 2014), emotional well-being scale (Keyes & Magyar-Moe, 2003), and cognitive emotion regulation questionnaire (Garnefski & Kraiij, 2006). Results: The findings using structural equation modeling showed that satisfaction of need for competence and need for relatedness could positively, and the need for autonomy could negatively and statistically significant predict cognitive emotion regulation, and cognitive emotion regulation was a significant predictor of emotional well-being. Moreover, the mediation role of cognitive emotion regulation in the relationship between psychological basic needs satisfaction at school and students’ emotional well-being was confirmed. Conclusions: According to the research findings, it can be concluded that satisfaction of the basic psychological needs of students at school and use of adaptive cognitive emotion regulation strategies can improve their emotional well-being.

Background: Theories of human basic psychological needs have been always one of the researchers’ answers to human behaviors. Nowadays, application of existing theories of human basic needs in other domains is being more trended rather than emergence of a new theory; However, lack of comprehensiveness in reviewing and analyzing of these theories has always been a fundamental gap in past research.
Aims: The present study attempts to collect theories of basic psychological needs in first step and then to analyze them with a metatheoretical approach.
Methods: In this study, a systematic review method has been used to collect theories. The statistical population of the study is all related Persian and English researches that have been published in valid scientific databases without time limit. Out of 1152 reviewed studies, 29 valid theories were finally extracted. Then, based on previous studies, the three variables "theory structure", "level of theory analysis" and "provided categories" were used as the basis of meta-theory analysis.
Results: Most of human basic needs theories follow the structure of independent set of needs, so far, the three needs of "hedonism", "survival" and "belonging" have been considered as root needs in three different theories and the hierarchical model has not been repeated in any other theory but Maslow’s. Four theories believe that there are connections between the mentioned components. The level of "psychological needs" analysis is a common feature of all theories, and finally, less than one-third of theories have provided categorization.
Conclusion: Each theory of psychological needs has its own unique structure. Applying these theories to solve various problems inside and outside the field of psychology requires understanding the structural similarities and differences of these theories and the presented needs in them

Background: Responsible behavior is one of the indicators of a healthy human which its strengthening and growth will not be possible except by identifying the factors affecting responsible behavior. To this end, the present study seeks to answer the question of whether family performance, psychological capital and satisfaction of psychological needs of adolescents have an effect on their level of responsibility and mental vitality or not?
Aims: The present study was conducted with the aim of family performance, psychological capital, psychological needs with mental vitality: the mediating role of adolescents' responsibility during adolescence.
Methods: The present study was descriptive, with correlation and structural equations. The statistical population of this study consisted of all adolescents aged 14 to 18 years in Tehran in 1399. The research sample was 400 adolescents in districts 1 and 2 of Tehran who were selected by multi-stage cluster sampling. Research data was collected using the self-report questionnaire of Kim and Kim family (2007), psychological needs of Lagourdia et al. (2002), McGee (2011), Soroush (2012) and the mental vitality of Kiyez et al. 2003). Data were analyzed using Pearson correlation coefficient and structural equation modeling.
Results: The findings showed that family performance, psychological needs and psychological capital have a direct and indirect positive effect on students' responsibility and mental vitality. The results of structural equation modeling showed that 39% of the variance of responsibility and 48% of the variance of mental vitality are explained by family performance, psychological needs and psychological capital and responsibility.
Conclusion: Recognizing the factors affecting students' responsibility and mental vitality provides the possibility of anticipation and planning to help ensure their mental health. It is also possible to take steps to increase social, emotional and psychological vitality by creating a suitable environment in schools.

Background: Adolescence is associated with developmental, biological, psychological and behavioral changes. Emergence of emotional problems and inability to control emotions may make teenagers vulnerable to risky behaviors such as substance abuse. Predisposed people have a greater tendency to use drugs and with this mental occupation, there is a greater possibility that they will fall into the trap of addiction. Paying attention to adolescents' anxiety in school and psychological needs such as communication and attachment, intimacy and independence causes a sense of competence and inner self-efficacy in adolescents. But so far, the study of these variables in the tendency to use drugs has not been studied in an integrated model.
Aims: The present study was conducted with the aim of investigating the mediating role of school anxiety and emotional control in the relationship between basic psychological needs and the tendency to use drugs among students.
Methods: This research was structural equation modeling. The statistical population included all secondary school students of Noor city in the academic year of 1401-1400, of which 250 were selected by cluster sampling. All of them completed Zargar substance abuse questionnaires (2015), Desi and Ryan basic psychological needs (2000), Phillips school anxiety (1987) and Roger and Nashover emotional control scale (1987) in virtual form. The data were analyzed by Pearson's correlation test and structural equations.
Results: The results showed that both variables of school anxiety and emotional control had a mediating role in relation to basic psychological needs and tendency to use drugs, and all direct and indirect paths between the variables were significant (p<0.05).
Conclusion: Based on the results of this study, it can be said that the structural model of the research had a good fit and the use and awareness of the research variables can play a decisive role in the tendency of teenagers to abuse drugs, and therefore, by improving the basic psychological needs and emotional control and reducing school anxiety, it is possible to Preventing the tendency to use drugs in teenagers.

Background: Happiness is one of the main components of quality of life in all age groups, especially students Studies have shown that happiness is significantly correlated with the big five personality traits, especially neuroticism, extraversion, and conscientiousness. In addition, satisfying basic psychological needs is one of the primary conditions for achieving happiness and life satisfaction. However, the role of these components in the student population has not been studied.
Aims: The aim of this study was to evaluate the mediating role of satisfying basic psychological needs in the relationship between personality traits and students' happiness.
Methods: For this purpose, a sample of 356 male and female students was selected from among the students of universities of Golestan province using stepwise cluster sampling. Selected individuals completed the NEO Personality Traits Questionnaire (NEO-PI) (1992), the Gugnea Psychological Basic Needs Scale (PBNS-G) (2003), and the Oxford Happiness Index (OHI) (2002). Data were analyzed using structural equation modeling (SEM) and LISREL software version 8.81.
Results: The results showed that in all the fit indices, the structural model for Happiness has a suitable and acceptable fit. According to the research results, neuroticism was negatively correlated to happiness (-0.29), extroversion (0.31), and psychological basic needs satisfaction (0.50) positively significantly correlated with happiness (P< 0.05).in total 36% of the variance of the happiness is predicted and explained by these variables.
Conclusion: It seems that students who experience lower neuroticism and higher extraversion experience more happiness. In addition, the satisfaction of basic psychological needs was associated with increased happiness of students.

Background: Values are the motivational keys for choosing and trying to achieve goals And the value of the school as the degree of respect and holiness that the students have for the school It is considered one of the components of academic well-being.Studies have shown that academic well-being is related to the parental conditional regard as a behavioral pattern of parents. In addition, satisfying the need for autonomy, increasing self-efficacy, and mastery goal orientation are also considered as conditions for achieving well-being and school value, But so far, no research has investigated the relationship of these variables in an integrated manner.
Aims: The aim of the present study was to predict Structural Relationship between Positive and Parental Conditional Regard with School Value: The Mediating Role of Academic Self-Efficacy, goal orientation skill-oriented, and Autonomy Need Satisfaction.
Methods: The design of this research was descriptive and correlational, the statistical population of the research included all students studying in the first level of high school in Yazd city, 1302 people were selected as a sample using a multi-stage cluster random method, and according to the academic well-being scale, Parental conditional Regard, academic self-efficacy, goal orientation and psychological needs answered. Data analysis was done using Pearson's correlation test and path analysis using LISREL8.8 software.
Results: The relevant findings showed that conditional parental Regard has a positive and significant relationship with satisfaction of the need for autonomy, self-efficacy, school value and mastery goal orientation, and also conditional parental Regard with school value with a mediating role of goal orientation, satisfaction of the need for autonomy and direction Mastery goal orientation has a structural relationship.
Conclusion: Based on the findings, it can be concluded that the choice of a supportive communication model by parents increases the value of school in students by increasing the satisfaction of the need for autonomy, self-efficacy beliefs and guiding people goal mastery orientation.

Background: A review of previous studies shows that one of the factors affecting the academic performance of students is the satisfaction of the three psychological needs (autonomy, competence and relatedness). On the other hand, resilience as a protective behavior makes students face problems efficiently and achieve good academic results. Despite the role of basic psychological needs and resilience in predicting academic performance, there is a research gap regarding the mediating role of resilience in the effect of basic psychological needs on students' academic performance.
Aims: The present study was conducted with the aim of investigating the role of basic psychological needs on academic performance with the mediation of resilience.
Methods: The design of the present research was descriptive and correlational in the structural equation modeling method. The statistical population of the research included all the girl Students at the first period of high school in tehran in the academic year 2019-2020, and 340 people were selected as a sample by cluster random sampling. Data collection tools included Basic psychological needs (Guardia et al., 2000), academic performance (Pham & Taylor, 1999) and Conner-Davidson resilience (2003) resilience questionnaires. Data analysis was also done with Pearson correlation coefficient methods, structural equation modeling and using SPSS24 and AMOS24 software.
Results: The results of the research showed that the direct effect of basic psychological needs on students' resilience (0.41) and academic performance (0.13) is significant, and the basic psychological needs on students' academic performance through resilience also has a significant indirect effect (P<0.05). In other words, resilience could play a mediating role between basic psychological needs on academic performance.
Conclusion: According to the findings of the present research, it is necessary for school managers, teachers and counselors to consider the necessary measures to increase students' resilience in order to satisfy basic psychological needs (autonomy, competence and communication) and improve academic performance, so that they can use the special effects of resilience on the academic results of students.

Background: The importance of moral education in schools is undeniable. Various models have been proposed for moral education in schools, one of which is the Baro Model of Moral Education based on Baro's theory. Some studies have shown that teachers generally support this model. However, some teachers have also expressed concerns about how to implement this model in the classroom. Despite the potential benefits of this model, there have been few studies on teachers' views of it.
Aims: The aim of this research was to analyze teachers' views on the Baro Model of Moral Education and to adapt it to the psychosocial needs of the Iranian education system.
Methods: The research method was qualitative and phenomenological. The statistical population included all teachers working in the city of Garmsar in the academic year 1402-1401 (2023-2024). 20 of them were selected purposefully and interviewed based on the entry criteria. Data were collected through semi-structured interviews and analyzed using Maxqda2022 software.
Results: The findings showed that the five primary principles of Baro's theory, namely happiness with 7 sub-themes, truth with 5 sub-themes, freedom with 2 sub-themes, respect with 1 sub-theme, and fairness with 3 sub-themes, were approved and accepted by the participants. However, for each of the five principles, additional secondary principles were proposed by the participants in accordance with the educational context and conditions prevailing in the Iranian education system.
Conclusion: In general, the results of this study can be inferred that all the primary and secondary principles in the Baro Model of Moral Education are approved by the participating teachers. Therefore, it is proposed that the stakeholders of the education system prepare the ground for the implementation of the Baro Model of Moral Education and the proposed modifications suggested by the participants. In this way, specialized seminars can be held to explain the principles of this moral model.

Background: An important factor in the assessment and treatment of those convicted of drug crimes  is  their mental health screening. Educating and empowering those convicted of drug offenses in prison can act as a preventative measure and prevent the continuation of crime and addiction after their release.  There is a research gap regarding the design of an educational package to promote mental health in the behavior of those convicted of drug offenses. Aims: This research was conducted with the aim of assessing the needs and designing  special educational content for  those convicted of drug crimes in Ghezelhesar prison, with the aim of improving their mental health behavior. Methods:  In terms of purpose, this research was applied and in terms of the type of data, it was a mixture of exploratory type and content analysis. The statistical population of the research includes scientific documents and evidence published in the field of mental health of prisoners from 2012 to 2024 and there were 18 academic and organizational experts who were selected using the theoretical saturation principle and purposive sampling method. The data collection tool in the experts section was a semi-structured interview. analyze the data of this study,  thematic analysis method and Maxqda software were used. Results: The results of this study showed that the educational needs of those convicted of drug offenses in  Ghezelhesar Prison include: awareness about addiction and its effects, communication skills, social skills, anger and emotion management skills, conflict resolution skills, stress coping skills, skills to increase mental resilience and skills It was problem solving and decision making.