Codifying the Academic Buoyancy Model Based on the Satisfaction of Psychological Needs, Motivational Orientation and Self-Directed Learning

  the aim of this study is to present a model for the academic buoyancy based on the satisfaction of psychological needs, motivational orientation and self-directed learning. this study uses a descriptive correlational research design with structural equation modelling. The research population includes all of the high school second graders in Kamyaran in the academic year of 2017. 501 students were selected as the sample using cluster sampling method. La Guardia et al. (2000) basic psychological needs, Vallerand et al. (1992) motivational orientation, Fischer et al. (2001) self-directed learning and Dehghanizadeh and Husseinchari (1391) were employed as evaluative tools. SPSS and LISREL software were employed to analyze the collected data. Findings show that there is a direct and meaningful influence of psychological needs, motivational orientation and self-directed learning on the academic buoyancy. Results show that the satisfaction of basic psychological needs, motivational orientation and self-directed learning can predict academic buoyancy of the students to a great extent. Further, these three variables’ improvement can increase the academic buoyancy of the students