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

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Samari Safa Jafar; Dashti Esfhani Mahla; Poordel Mozhgan

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Journal: COUNSELING RESEARCH AND DEVELOPMENT Year:2021 | Volume:20 | Issue:77 Page(s): 225-256

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Information Journal Paper

Title

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

Author(s)

Samari Safa Jafar | Dashti Esfhani Mahla | Poordel Mozhgan | Issue Writer Certificate

Keywords

Academic engagementQ1

educational motivationQ1

academic buoyancyQ1

academic self-efficacyQ2

school connectionQ1

family emotional atmosphereQ2

Abstract

sed 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).

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APA: Copy

Samari Safa, Jafar, Dashti Esfhani, Mahla, & Poordel, Mozhgan. (2021). Development of a Model of Academic Buoyancy based on with School Connection, Family’ s Emotional Atmoshphere, Motivation, Self-efficacy and Academic Engagement of Students. COUNSELING RESEARCH AND DEVELOPMENT, 20(77 ), 225-256. SID. https://sid.ir/paper/402571/en

Vancouver: Copy

Samari Safa Jafar, Dashti Esfhani Mahla, Poordel Mozhgan. Development of a Model of Academic Buoyancy based on with School Connection, Family’ s Emotional Atmoshphere, Motivation, Self-efficacy and Academic Engagement of Students. COUNSELING RESEARCH AND DEVELOPMENT[Internet]. 2021;20(77 ):225-256. Available from: https://sid.ir/paper/402571/en

IEEE: Copy

Jafar Samari Safa, Mahla Dashti Esfhani, and Mozhgan Poordel, “Development of a Model of Academic Buoyancy based on with School Connection, Family’ s Emotional Atmoshphere, Motivation, Self-efficacy and Academic Engagement of Students,” COUNSELING RESEARCH AND DEVELOPMENT, vol. 20, no. 77 , pp. 225–256, 2021, [Online]. Available: https://sid.ir/paper/402571/en

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