Structural Modeling of Academic Buoyancy Based on Academic Engagement and Perceived Teacher Support: The Mediating Role of Academic Self-Efficacy among Female Upper-Secondary School Students

Masoumeh Vaygani; Arsalan Khanmmohammadi Otaghsara; Rajabali Mohammadzadeh Admolaee

Authors

Masoumeh Vaygani Department of Educational Psychology, Ro.C., Islamic Azad University, Roudehen, Iran Author
Arsalan Khanmmohammadi Otaghsara Department of Psychology, AM.C., Islamic Azad University, Amol, Iran. Corresponding Author
Rajabali Mohammadzadeh Admolaee Department of Psychology, Payame Noor University, Tehran, Iran. Author

Keywords:

academic buoyancy, academic engagement, perceived teacher support, academic self-efficacy, structural equation modeling, female students

Abstract

Objective: The present study aimed to test a structural model of academic buoyancy based on academic engagement and perceived teacher support, with the mediating role of academic self-efficacy among female upper-secondary school students.

Methods and Materials: This applied quantitative study used a descriptive-correlational design and structural equation modeling. The statistical population included all female upper-secondary school students in Babol, Iran, during the 2024 academic year. A sample of 350 students was selected through multistage cluster random sampling. Data were collected using the Academic Buoyancy Questionnaire, Academic Engagement Scale, Perceived Teacher Support Scale, and Self-Efficacy Questionnaire. Data were analyzed using SPSS and AMOS through descriptive statistics, correlation analysis, confirmatory factor analysis, and structural equation modeling.

Findings: The proposed structural model showed acceptable fit to the data: χ²/df = 1.45, RMSEA = 0.03, CFI = 0.98, NFI = 0.96, GFI = 0.96, and AGFI = 0.94. Academic engagement had a positive and significant direct effect on academic buoyancy (β = 0.12, p = .02). Perceived teacher support also had a positive and significant direct effect on academic buoyancy (β = 0.17, p = .001). Academic self-efficacy had the strongest direct effect on academic buoyancy (β = 0.32, p = .001). In addition, academic self-efficacy significantly mediated the relationship between academic engagement and academic buoyancy (β = 0.138, p = .001) and the relationship between perceived teacher support and academic buoyancy (β = 0.06, p = .04).

Conclusion: Academic buoyancy among female upper-secondary school students is shaped by behavioral engagement, perceived teacher support, and self-efficacy beliefs. The findings suggest that strengthening students’ engagement in learning, improving supportive teacher-student relationships, and enhancing academic self-efficacy may help students cope more effectively with everyday academic challenges.

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