Document Type : Original Article
Authors
1
Phd student of movement behavior, Faculty of Sports Sciences, University of Tabriz, Iran
2
Motor Behavior department Faculty of Physical Education and Sports Sciences University of Tabriz Tabriz Iran
3
Tabriz
10.22034/mmbj.2024.60634.1083
Abstract
According to self-determination theory, supporting basic psychological needs is an important aspect of parents' interactions with children. this study was conducted with the aim of investigating the role of need-supportive, need-destructive and indifferent behaviors of parents on psychological indicators of educable students with intellectual disabilities. The present study is of a descriptive-correlation type. The statistical population of the present study was made up of educable intellectual disabilities student of Marivan city. To collect data, questionnaires of parental interpersonal behaviors of Bhavasar et al (2019), basic psychological needs (Chen et al, 2015), motivational regulations (Ryan & Connell, 1989), well-being (Diener & Emmons, 1984) were used. The data were analyzed using Pearson's correlation test at a significance level of 0.05. The results showed that parents' support-need behaviors have a positive relationship with intrinsicc motivation, positive affect, and satisfaction of basic psychological needs, and a negative relationship with external regulation, negative affect, and frustration with basic psychological needs (p<0.05). Destructive behaviors - parents' need has a positive relationship with introjected regulation, amotivation, negative affect and frustration of basic psychological needs, and a negative relationship with identified regulation, positive affect and satisfaction of basic psychological needs (p<0.05). In addition, the indifferent behavior of parents has a positive relationship with the introjected regulation, the external regulation, amotivation, negative affect, and frustration of basic psychological needs, and it has a negative relationship with identified regulation, positive affect and satisfaction of basic psychological needs (p<0.05). According to the obtained results, it seems that need-supportive parenting style is effective in strengthening positive psychological indicators and reducing negative psychological indicators in educable students with intellectual disabilities.
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