The Mediating Role of Basic Psychological Needs and Happiness in the Relationship Between Teacher-Student Interaction Styles and Students' Social Competence

Abstract

Purpose: This study aimed to investigate the mediating role of basic psychological needs and happiness in the relationship between teacher-student interaction styles and the social competence of female middle school students in Lahijan.   Methodology: The research method was descriptive-correlational and applied in terms of its purpose. The statistical population consisted of 1885 female middle school students in Lahijan during the 2023-2024 academic year. A total of 203 students were randomly selected using cluster sampling. Data collection was conducted using standard questionnaires: the Teacher-Student Interaction Questionnaire by Murray and Zuzak (2011), the Happiness Questionnaire by Argyle and Lu (1989), the Basic Psychological Needs Questionnaire by Guardia, Deci, and Ryan (2000), and the Social Competence Questionnaire by Parandin (2006). The validity of the instruments was confirmed by experts, and their reliability was verified using Cronbach's alpha. Data analysis was performed using structural equation modeling and statistical software Smart PLS and SPSS.   Findings: The results showed a positive and significant relationship between teacher-student interaction styles and students' basic psychological needs (path coefficient 0.799), happiness (path coefficient 0.599), and social competence (path coefficient 0.451). Additionally, there was a positive and significant relationship between basic psychological needs and happiness with students' social competence, with path coefficients of 0.195 and 0.425, respectively. Further analysis revealed that basic psychological needs and happiness mediate the relationship between teacher-student interaction styles and social competence.   Conclusion: The findings indicate that teacher-student interaction styles significantly impact students' basic psychological needs and happiness, which in turn influence their social competence. Therefore, it is recommended that educational policymakers focus on enhancing teacher-student interactions, identifying and fulfilling students' psychological needs, and promoting their happiness. Additionally, conducting training sessions for teachers to improve their communication and teaching skills can play a crucial role in enhancing students' social competence.