Industrial and Organizational Psychology Studies

A Model of Organizational Commitment and Gratitude Based on Basic Psychological Needs Mediated by Cognitive Emotion Regulation

Document Type : Research Article

Authors

ali karimi 1
jafar hasani 2

1 MA in Clinical Psychology, Department of Psychology, Faculty of Psychology and Educational Sciences, Kharazmi University, Tehran, Iran

2 Department of Clinical Psychology, Faculty of Psychology and Educational Sciences, Kharazmi University, Tehran, Iran

https://doi.org/10.22055/jiops.2025.48911.1466
Abstract
Introduction
Given the theoretical and research support, the present study aims to expand on previous research on factors affecting teachers' organizational commitment and gratitude. So far, research on modeling the structural equations of organizational commitment and gratitude based on basic psychological needs mediated by cognitive emotion regulation in teachers has not been studied comprehensively and by considering the unique role of each factor. Therefore, examining the role of these factors in teachers' organizational commitment and gratitude can be of considerable importance.
 
Method
The present research design was descriptive-correlational. The statistical population included all teachers of primary, middle and high schools, and conservatories, as well as educational staff of departments in the academic year 1401-1402... out of 15348 teachers. The statistical sample of the research included 423 teachers (314 women and 109 men) selected using the Morgan table as a convenient sampling method. The instrument used included the McCullough et al.'s Gratitude Questionnaire (2002), the Dessie et al.'s Basic Psychological Needs Scale (2001), the Garnevsky and Kraij Cognitive Emotion Regulation Questionnaire (2006), and the Allen and Meyer Organizational Commitment Scale (1990). Descriptive indices, Pearson correlation coefficient, structural equation modeling, and bootstrap test were used to analyze the data using AMOS and SPSS version 24 software.
Results
The results showed that the basic need for autonomy with standard coefficients of -0.31 (p<0.01) and -0.16 (p < 0.05) affects maladaptive and adaptive cognitive emotion regulation, respectively. The basic need for competence with standard coefficients of -0.20 (p<0.01) and -0.26 (p<0.01) affects maladaptive and adaptive cognitive emotion regulation, respectively. The basic need for relatedness also affects adaptive cognitive regulation with a standard coefficient of 0.14 (p < 0.05). Maladaptive cognitive emotion regulation with standard coefficients of -0.26 (p<0.01) and -0.12 (p<0.05) affects gratitude and organizational commitment, respectively. Cognitive emotion regulation adaptively affects gratitude and organizational commitment with standard coefficients of 0.30 (p<0.01) and 0.24 (p<0.01), respectively. Finally, the effect of organizational commitment on gratitude has a standard coefficient of 0.23 (p <0.01). The results of the present study confirmed the role of basic psychological needs and cognitive emotion regulation in predicting organizational commitment and gratitude of teachers. Therefore, it is necessary to pay attention to the role of basic psychological needs and cognitive emotion regulation factors in order to increase organizational commitment and gratitude.
 
Discussion
The results of the present study showed that basic psychological needs and cognitive emotion regulation play a significant role in teachers' organizational commitment and gratitude. The findings of this study should be interpreted within the framework of its limitations. Finally, based on the findings of the present study, it can be suggested that providing teachers with conditions in which basic psychological needs are considered can be effective in promoting adaptive cognitive emotion regulation and, consequently, increasing organizational commitment and gratitude.

Keywords

Organizational commitment
gratitude
basic psychological needs
cognitive emotion regulation
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Industrial and Organizational Psychology Studies
Volume 12, Issue 2
July 2025
Pages 77-92

  • Receive Date 30 January 2025
  • Revise Date 25 March 2025
  • Accept Date 05 May 2025

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