Development of a Model of Academic Buoyancy based on with School Connection, Family’s Emotional Atmoshphere, Motivation, Self-efficacy and Academic Engagement of Students

Jafar  Samari Safa; Mahla  Dashti Esfhani; Mozhgan   Poordel

doi:10.18502/qjcr.v20i77.6149

Jafar Samari Safa PhD Student in Counseling. School of Humanities. University of Hormazgan. Bandar Abbas, Iran.
Mahla Dashti Esfhani Masters Student in Career Counseling. Kharazmi University. Tehran, Iran.
Mozhgan Poordel Masters in School Counseling. Shahid Chamran University, Ahwaz, Iran.

DOI: https://doi.org/10.18502/qjcr.v20i77.6149

Keywords: Academic engagement, educational motivation, academic buoyancy, academic self-efficacy, school connection, family emotional atmosphere

Abstract

Aim: The aim of this study was to develop a model of academic buoyancy based on school connection, family emotional atmosphere, motivation, self-efficacy, and academic engagement of students.

Methods: This research was of descriptive-correlational. The statistical population of the study included all first and second grade high school students in Isfahan in 2018-2019. From among them, a sample of 375 people were selected by multi-stage cluster random sampling. The tools for data collection included the following questionnaires: Dehghanizadeh and Hosseini Chari Academic Buoyancy Scales (2013), Panaghi et. al School Connection Questionnaire (2011), Razavieh Vesamani Family Emotional Atmosphere (2000), Patrick, Hicks and Ryan (1997) Academic Self-Efficacy Scale, Reeve, Agentic Engagement Scale (2013), and The Harter Academic Motivation Scale (1981).

Results: The results showed that at 95% confidence level, the direct effect of school connection on academic buoyancy was confirmed with an impact factor of 0.207. Also, academic engagement has an effect on academic buoyancy, with an impact factor of 0.356, and self-efficacy has an impact on academic buoyancy with an impact factor of 0.202.

Conclusion: Findings showed that the indirect effect of school relationship on academic buoyancy mediating academic engagement is confirmed, so that the intensity of the indirect effect is equal to 0.206, the indirect effect of family emotional atmosphere on academic buoyancy mediated academic engagement was also confirmed, and that the indirect effect is equal to 0.055. Furthermore, the indirect effect of academic motivation on academic buoyancy is mediated by self-efficacy, the intensity of the indirect effect is equal to 0.084 (p <0.05).