نشریه مطالعات آموزش و یادگیری
سال ششم شماره 1 (پیاپی 66، بهار و تابستان1393)

IntroductionThe role of mathematics in explaining the phenomena and universe is not hidden from anybody. Conceptual understanding with knowledge of the facts and procedural skills is an important part of mathematics proficiency. Learning and teaching mathematics is a psychological aspect in which considerable improvement cannot be achieved، unless the learning methods are known. However، learning will occur when the learner is able to understand the concepts of each topic and apply them to solve real world problems. Augmentation of student’s learning and performance in mathematics is considered as one of the main issues discussed in the field of mathematics education. Understanding how students learn this subject can help mathematics teachers in choosing teaching methods. Realistic understanding of how students learn and carry out mathematics problems enables teachers to adopt scientific right decision in opting curriculum topics، rearranging content and teaching methods and attempting to eliminate students’ learning obstacles. Therefore، it is essential to design and develop a curriculum to suit the learner’s cognition and mentality. Paying attention to the educational goals and how students learn mathematical subjects assists executive programmers to design and modify the educational content based on the internal attributes of the learner. 4 Studies in Learning & InstructionTrigonometric circle is one of the important subjects in mathematics which students find problematic to learn. Studies show that teaching activities in mathematics classes have failed to create understanding of the trigonometric circle. Sometimes educational contexts cause gaps in their understanding of trigonometric circle. It can be created by inaccurate definitions in the textbooks or inappropriate applications that are used to teach concepts. Consequently students’ understanding can be promoted by recognizing the process of learning and investigating factors that affect their learning. Designing a model of causal relations in accordance with teaching objects can provide an effective solution for curriculum designers and as a result it can increase the performance and quality of learning. The aim of the current study was to present a structural model for teaching and learning of trigonometric circle. To do this، learning objectives of trigonometric circle were determined and based on them and also prerequisites، feedback and analysis of data، the model was designed. Research questionIs there any relationship between the ‘understanding of trigonometric circle’ and components which compose it including ‘knowledge of trigonometric angles’، ‘understanding of trigonometric angles’، ‘knowledge of trigonometric circle’ and ‘understanding of tangent’? MethodThis research is a correlational study. The statistical population included all the students who were studying in grade 10 in the fields of experimental science and mathematics–physics in the city of Zanjan. The statistical sample employed in the study was accessible sampling. At the first stage، a test consisting of 67 items was designed considering the goal-content table and Bloom’s taxonomy. The items in three homogeneity tests (a، b، and c) were prepared for use in a pilotExtended Abstracts of the Persian Articles in English 5study. Then the test was administered to three groups of 38 students. The reliability was determined through Cronbach’s alpha (0. 85). By using discrimination and difficulty indices، and internal consistency of the test items، 41 inappropriate questions were deleted. The test with 26 items was administered to 147 students. Then Cronbach’s alpha was calculated for each factor: knowledge of trigonometric angles (α=0. 67); understanding of trigonometric angles (α=0. 63); understanding of tangent (α=0. 58); and understanding of trigonometric circle (α= 0. 72). The empirical model of learner’s knowledge was designed based on the results. ResultsExamination of the relationships with path analysis showed a good fit of the data for the experimental model. There was not a meaningful relationship between the components of ‘knowledge of trigonometric angles’ and ‘understanding of trigonometric circle’ (=-0. 18، t=2. 50، p<0. 05). But there was a meaningful relationship between the components of ‘understanding of trigonometric angles’ and ‘understanding of tangent’ (=0. 30، t=3. 81، p<0. 01); and also between ‘understanding of trigonometric angles’ and ‘understanding of trigonometric circle’ (=0. 30، t=3. 88، p<0. 01). Furthermore، there was a meaningful relationship between the components of ‘understanding of tangent’ and ‘understanding of trigonometric circle’ (=0. 20، t=2. 56، p<0. 05). ConclusionThe results about the effectiveness of ‘knowledge of trigonometric angles’ on ‘understanding of trigonometric angles’ rejected the research hypothesis. This indicates that there is not a relationship between these two variables، but in the whole model، this relationship is meaningful. Analysis of the data show that ‘understanding of trigonometric angles’ impacts ‘understanding of tangent’. Therefore، the research hypothesis is confirmed. It reveals6 Studies in Learning & Instructionthat ‘understanding of trigonometric angles’ is a base for ‘understanding of tangent’. Analysis of the data also show that ‘understanding of trigonometric angles’ impacts ‘understanding of trigonometric circle’ and as a result ‘understanding of trigonometric angles’ enhances ‘understanding of trigonometric circle’ in students. The component of ‘understanding of tangent’ impacts ‘understanding of trigonometric circle’. Thus ‘understanding of tangent’ augments ‘understanding of trigonometric circle’. In summary، the results of this study show that the component of ‘knowledge of trigonometric angles’ with the mediation of ‘understanding of trigonometric angles’ and ‘understanding of tangent’ increases ‘understanding of trigonometric circle’ in students.

Academic engagement is a key contributor to students’ school success and it typically refers to student behaviors such as attending to the teacher and time on task; conversely, off-task or disruptive behaviors have routinely been classified as disengagement (Bishop & Pflaum, 2005).In the short term, engagement predicts student's learning, grades, and achievement test scores; over the long term, it predicts patterns of attendance, retention, graduation, and academic resilience (Skinner et al., 2008). Studies have also suggested that academic engagement serves as a protective factor against risky activities (O’Farrell & Morrison, 2003) such as substance abuse, risky sexual behavior, and delinquency (Skinner et al., 2008). Thus, students who are engaged in school are both more suc-cessful academically and more likely to avoid the pitfalls of adolescence (Skinner et al., 2008).Scholars recently argue that academic engagement involves three interconnected dimensions, behavioral engagement, emotional engagement, and cognitive engagement. Behavioral engagement encompasses student’s effort, persistence, participation, and compliance with school/classroom rules and structures. Emotional engagement includes student’s positive emotions related to school activities. Cognitive engagement is a student’s completion of academic tasks and monitoring of his or her own learning habits.Academic engagement correlates strongly with academic achievement. One of the teacher's aims is to connect their students to school and to learning because they know that engagement is crucial to school success.Since there is no evidence on the performance of Iranian participants on the behavioral and emotional engagement in academic activities, the purpose of this study was to investigate behavioral and emotional engagement in academic activities of Iranian middle school students using the Skinner et al.’s questionnaire (Skinner et al., 2009), to assess the psychometric properties (reliability and validity) of the measure, and to examine gender and grade level differences in behavioral and emotional engagement in academic activities. The participants of the present study were 354 middle school students (183 girls and 171 boys) from grades one to three who were selected using multi-state cluster sampling method. They completed the Skinner et al.’s behavioral and emotional engagement in academic activities questionnaire and Hubner’s life satisfaction questionnaire in their regular classes and in random ordering.The questionnaire of children’s behavioral and emotional engagement in academic activities in the classroom (Skinner et al., 2009) was used to measure behavioral and emotional engagement and disengagement in academic activities. It is a 27-item self-report scale measuring student’s behavioral and emotional engagement/ disengagement in academic activities on a 4-point Likert scale, ranging from 0 to 4 (0=“never true”, 4=”almost always true”). The questionnaire is appropriate for students aged 9-18 years. Previous studies have reported adequate internal consistency, test-retest reliability, and convergent validity for this questionnaire (Furrer et al., 2006; Skinner et al., 2009).Other Instruments: The Life Satisfaction Questionnaire (Hubner, 2001) was used to establish the convergent validity of the Skinner et al.’s questionnaire. It is a 20-item self-report inventory. Each item is rated on a 1 to 5 scale. The life satisfaction questionnaire has adequate internal consistency reliability and has been well-validated (Latifian & Sheikholeslami, 2004). To determine the reliability, Cronbach’s coefficient alpha was utilized and the obtained coefficient for factor1 scores, factor2 scores, and total scores were. 79,. 87, and. 89, respectively, The correlation coefficient between total scores of life satisfaction and the two obtained factors (engagement and disengagement) were. 30 and -.39, respectively (p≤.01). These correlation coefficients could be considered a measure of convergent validity.The results of confirmatory factor analysis through AMOS Software revealed two factors: behavioral and emotional engagement and behavioral and emotional disengagement in academic activities.The fit indices suggested a good fitting data (RMSEA=.048, RMR=.050, IFI=.933, TLT=.914, GFI=.911, CFI=.932, X2=469.903, df=258, X2/df=1.821).The data were analyzed using a 2×3 two-way analysis of variance design with gender (2 levels) and grade level (3 levels) as independent variables. The dependent variables were behavioral and emotional engagement (or disengagement) in academic activities. The results revealed that gender had no significant main effect on behavioral and emotional engagement in academic activities, but the main effect of grade level (F=8.76, p=.0001) and the interaction effect of gender and grade level (F=3.21, p=.042) on the dependent variable (behavioral and emotional engagement) was statistically significant. The results of Scheffe post hot test indicated that the performance of students in grade one was significantly better than the performance of students in grade two. The difference between the mean scores of behavioral and emotional engagement of the two grade levels was not statistically significant. The findings also showed that the main effect of gender (F=3.98, p=.047) and interaction effect of gender and grade (F=3.68, p=.026) on disengagement in academic activities were statistically significant, but the main effect of grade (F=.51, p=.602) on the dependent variable was not statistically significant. This study was conducted to investigate the psychometric properties of the Skinner et al.’s behavioral and emotional engagement in academic activities questionnaire and to study the effect of gender and grade on the performance on this questionnaire. The results indicated that the reliability and validity of the questionnaire were at a satisfactory level and therefore the questionnaire can be used in an Iranian context.

Faculty members constitute one of the most important elements of higher education system in playing a decisive and crucial role in realizing the goals and missions of higher education both quantitatively and qualitatively. Therefore, it is necessary to study their performance and qualifications in various aspects, especially in the realm of teaching and to consider the effect of such qualifications on increasing the quality of students’ learning and their educational achievement. In this regard, the main goal of this study was to present a structural model of faculty members’ perceived teaching competency and the academic gains of education and psychology students of Shiraz University in the academic year 1392-93.Research Hypothesis: In relation to the research objective, the following hypothesis was proposed and tested. Faculty members’ perceived teaching competencies are significant predictors of university students’ academic gains. The research method employed in this study is correlational and descriptive. The statistical population included all the students in the School of Education and Psychology at Shiraz University in the year 1392-93. The participants were 220 students (123 women and 97 men) who were selected through simple random sampling method. All of the participants completed a researcher-made questionnaire on faculty members’ teaching competencies covering nine domains (developing a climate conducive to learning, actively engaging the learners in the learning process, assessing a learner’s knowledge, skills & attitudes, facilitating achievement of educational goals, providing feedback to learners, reflecting on and assessing one’s own teaching competencies, and fostering self-directed and lifelong learning) and a researcher-made questionnaire on university students’ academic gains covering four domains of professional, individual, academic, and mental gains. After the validity and reliability of the instruments were checked, they were distributed among the participants. The data collected were analyzed using SPSS 19 and LISREL 8.54. Descriptive and inferential statistics including mean, standard deviation, Pearson correlation, and structural equation modeling were benefited from in this regard. According to the literature review and importance of faculty members’ perceived teaching competencies in the success of educational organizations to achieve educational and organizational desirability and also to create favorable conditions for the development of student's academic achievements, in this research a hypothesized model was considered of the structural relationship between the faculty members’ perceived teaching competencies and students’ academic achievements. The results of the study indicated that: 1) the dominant component of faculty members’ teaching competencies from the viewpoint of university students was the creation of favorable learning atmosphere (M= 3.30); 2) The dominant component of university students’ academic gains from the viewpoint of college students was individual gain (M= 3.36); 3) There was a positive and significant relationship between the components of teaching competencies and components of academic gains; 4) Faculty members’ teaching competencies had a positive and significant effect (β=0.73, P<0.01, t = 6.99) on university students’ academic gains. It was also found that faculty members’ teaching competencies could predict 44% of the variance in university students’ academic gains. According to the results, achieving the educational goals and giving feedback to students, and creating a conducive atmosphere to learning had the highest and lowest factor loading respectively (0.49 & 0.34). Out of the students’ achievement variables, professional achievement and personal growth respectively had the highest and lowest factor loading (0.54 vs. 0.44). Model fitness indexes of the model were also confirmed.Discussion and From the students’ perspective, the highest average score for the perceived teaching competencies of the faculty members belonged to creating a conductive atmosphere to learning. Some possible reasons could be stated for this including creating stimulating learning environment for all the students, accepting the individual limitations of the students by faculty members, considering the same assignments for all the students, availability of faculty members to all the students, and mutual respect between students and faculty members. It can also be concluded that faculty members’ teaching competencies can directly affect university students’ academic gains.In general, according to the results, it can be found that the desirability of perceived teaching competencies of faculty members contribute to improving students’ educational achievement. This is because they can improve the students’ individual, professional and educational gains by communicating with them, recognizing their interests, capabilities, and abilities and also by selecting an appropriate method to convey educational concepts.The first limitation of the study is related to the sample of participants based on which the findings of the study are only generalizable to the students of education and psychology. Anotherlimitation of the study is related to self-reporting; that is, some students may have provided their answers based on what is socially desirable. It is suggested that other data collection methods such as interviews and behavior observation be employed in such a context to obtain more dependable data. In addition to using other data collection instruments, suggestion is made to make use of other measurement methods in order to obtain some generalizability evidence of the findings.

For years, problem solving was considered as the ultimate goal of mathematics teaching and learning. Nowadays, there is a consensus among mathematics teachers and educators that mathematical problem solving should be part of each student's mathematical experiences. Over the time and upon an increase in the importance of fostering and progress in higher-order thinking skills such as creative thinking in education, problem posing skill and benefits of utilizing problem posing in the teaching-learning processes and assessment activities have also attracted the attention of mathematics educators.However, providing students with opportunities to experience the mathematical problem posing has not been seriously met. Specially, according to the author's experience, problem posing activities in math curriculum and textbooks of Iran are rarely addressed.Hence, it seems that in our country, the potential of the problem posing tasks in math classes has not been utilized. Obviously, adding the problem posing activities into the curriculum requires serious and extensive studies. It would be better that studies start with gaining an understanding of students and teachers’ level of understanding of the mathematical problem posing and their competency in applying it.The aim of this study was to explore the performance of eighth-grade students in situations where they are asked to pose mathematical problems and their reactions to these situations.It is hoped that this study and other studies in the field would help teachers and students in our country to benefit from mathematical problem posing in math classes properly.Research questions1) How is the performance of students in mathematical problem posing situations?2) How are the student's reactions to different mathematical problem posing situations? and which situations do they prefer? The research method employed in the study was qualitative in the form of analytical-descriptive content analysis. Sixty five eighth-grade male students in Baqer-shahr took part in the study. Convenient sampling was used in this regard. In order to collect the data in this study, a problem posing test based on Astoyanova and Ellerton’s (1996) test, which included three problem posing situations (structured, semi-structured and free), was given to the participants. In order to investigate the participant's performance more accurately, based on a preliminary study of problems posed by students, a framework for assessing problem posing skills was designed. To find out more about the participant's reactions when faced with problem posing tasks and the situations that they prefer, a questionnaire including three items was administered to 32 of the participants. Investigating the problems posed by the students revealed that the students outperformed in structured problem posing situations compared to the semi-structured and free situations. But the overall performance in mathematical problem posing was very weak. In Semi-structured situations 84% and in the free situations 65% of the students had not posed any proper problem. Also, most of the posed problems by the students were duplication of the problems in their textbook. This shows their dependency on textbooks and their lack of adequate experience in posing new ideas and problems, which could be due to the lack of opportunity for fostering divergent thinking. Regarding the questionnaire, most students reported that it was the first time they faced such situations and therefore were confused as a result of fear and anxiety. Also, most of them preferred structured problem posing situations as compared to the other two situations.The results of this research in line with those of other studies indicate that the main reasons accounting for severe weaknesses in the performance of students are:(1) The absence or lack of opportunities for students to practice problem posing, (2) Relying on the teacher and the textbook to provide questions, (3) Lack of adequate confidence in and knowledge of posing a mathematical problem, (4) Rote-learning and procedural understanding rather than conceptual understanding, (5) Lack of opportunities to improve creativity and flexibility in order to pose new problems, and (6) Lack of awareness among teachers about the benefits of problem posing in teaching-learning processes and evaluation. According to the author's experiences, in most of math classes there are not enough meaningful opportunities for students to pose problems and improve their abilities and creativity in this area. By providing opportunities for students to pose problems, we can attain perceptions about the depth of their understanding of content, find out about their strengths and weaknesses, and augment their creativity and innovation skills. Also, it is obvious that when the student's mind is challenged to pose a new problem they gain deeper and more meaningful understanding of the subject. Thus, it seems that the process of problem posing is helpful and even necessary in teaching math. Those involved in education not only should not simply ignoreit, but also should have more knowledge about the nature of this subject and its potentials. They should add problem posing to textbooks and activities in math classes in a reasonable and efficient manner.It should be noted that the successful and effective implementation of problem posing in math classes in the first stage needs trained teachers in this area so that before performing such activities they themselves have enough experience in guiding and leading activities.However, before applying problem posing to math classes, to identify the various aspects of the subject and its relationship to other areas of education, further studies in this area is necessary. Such studies can be conducted at different levels from primary school to university, and even among teachers with such concerns as: investigating the relationship of mathematics problem posing skills with mathematical problem solving ability, the relationship between the student's mathematical content knowledge and their problem posing skills, knowledge of teachers about benefits of problem posing and how to use it in the training process, proper and effective implementation method of the problem posing activities in the classroom, etc.Through these we can gain a deeper understanding of the problem posing process and how it could be realized to guide us in the proper and goal-oriented implementation of it in teaching and assessing mathematics.

Educational performance (educational failure or achievement) is affected by different biological, psychological, and social factors. Various factors including goal, motivation, and learning can ensure high performance of students. It is true that teaching and learning methods have been considerably enhanced along with the developments in education and educational psychology. What was considered important in the past, is not of importance now. Instead some other issues like motivation, attitude, learning, and modern teaching methods are considered as effective and important factors in education.At least since 1980s, several studies have been conducted to investigate the effect of cognitive and motivational factors acting interactively and jointly on the achievement and learning ability of students (Linnenbrink & Pintrich, 2002). Teaching and organizing of knowledge by activating students has drawn attention from 200 years ago. Experts believe that teachers should not teach the contents to their students, rather they should teach them how to learn the contents (Palmer, 2003).The role and importance of active learning in a classroom are essential issues that have attracted the attention of many researchers. This type of learning makes students become mentally involved in learning, increases their learning ability, and improves their motivation and educational performance. According to the self-regulated learning theory introduced by Pintrich and De Groot (1990), self-efficacy (expectancy), intrinsic evaluation (values), and text anxiety (affection) are considered as motivational beliefs, and student’s cognitive and meta-cognitive strategies as well as their management and control of efforts as the self-regulated learning strategies. According to this theory, affective (motivational) components, and cognitive, and meta-cognitive factors work jointly as decisive factors in the student's learning performance.Considering the importance of active learning and motivational beliefs in educational performance, we are required to study the differences in educational performance of these two variables.Research Question: Does the student's educational performance differ significantly based on their profiles of active learning and motivational beliefs? The research method used in this study is of descriptive – comparative type. The statistical population consisted of all the high school students of the city of Tehran. The sample used in the study included 379 students (184 boys and 195 girls) selected through multistage random sampling. To assess the active learning application and the motivational values, a researcher-made questionnaire and the Motivated Strategies for Learning Questionnaire (MSLQ) were used respectively. To assess the educational performance of the students, the semester GPA of the students was used in the form of self-reporting. The results confirmed the reliability and validity of the scores of active learning application and motivational beliefs. The Cronbach’s alpha coefficient was 0.88 and 0.80 for learning application questionnaire and motivational beliefs respectively. To analyze the data, cluster analysis, discriminant function, and t-test were employed. The students were classified into two distinct clusters. The average scores of the active learning and motivational beliefs variables of the first cluster were higher than those of the second cluster.The first cluster was called high motivational learning cluster and the second one low motivational learning cluster. After clustering the members of the sample, discriminant function analysis was employed to ensure the accuracy of clustering. The results of this analysis indicated that this classification was done accurately. Analysis of the data through t-test in the last phase indicated that the two high and low motivational learning groups were different in terms of their educational performance due to their motivational beliefs and active learning components. The educational performance of the high motivational learning cluster was significantly better than that of the low motivational learning cluster. The results of this study are in line with those of studies such as Ahmadi (2011), and Pintrich (2003) that focused on personal differences using assignment value, control beliefs, expectancy of success, and creation of two motivational clusters. In many research findings on the motivational profiles, the variables such as the high value of the high self-efficacy assignments and high mastery goals are the best predictors of educational processes, and consequences such as educational performance and continuation of cognitive processes (Rattle et al, 2007).The results of the studies conducted by Izadifar and Ashtiani (2009) as well as Deniska et al. (2010) show that the application of modern teaching methods accompanied by active learning improves the educational performance of the students and leads to higher educational achievement. The findings of these studies are consistent with those of the present research in which the average score for all the components of active learning in the high motivational learning cluster with higher educational performance was higher than that of the low motivational learning cluster. The finding of this research can be explained by referring to the constructivist theory which states that students build their knowledge and meaning actively using their experiences. When students build their learned knowledge actively, teaching will be more exact and meaningful, and such knowledge becomes more durable and meaningful for the students and it can be employed in new situations more conveniently. This improves educational performance (Fetsco & McClaire, 2005).In general, the findings of this study could specifically be utilized by the teachers, and teacher training students. They may benefit from the findings in terms of employing active teaching methods and encouraging students to apply active learning for improving their motivational beliefs and educational performance. Moreover, educational experts are expected to provide better conditions and educational facilities so that teachers can benefit from such modern teaching methods in their classrooms.

Human beings go through ups and downs of life full of challenges and opportunities. A great number of life challenges are related to adolescence among which one can refer to academic challenges (e.g., low grades, levels of stress, confidence threats due to performance, decrease in motivation and interaction, etc.). As one of these challenges, academic life is a period of time when rapid cognitive and social changes occur (Spear1, 2000). Thus, researchers interested in education have paid attention to adaptation and compatibility with opportunities and challenges of life.Within different viewpoints, collection of capabilities and aptitudes which influence this kind of compatibility has been paid attention to. Academic buoyancy is one of such capabilities and aptitudes which make individuals compatible against threats, impediments, difficulties, and pressures during academic environment. Academic buoyancy reflects academic tolerance within the framework of positive psychological field. Academic buoyancy is defined as the student's ability in successfully dealing with impediments and academic challenges which are considered as usual in academic life (Martin & Marsh, 2008). Also, academic buoyancy refers to positive, compatible responses adaptive to different challenges and impediments which are experienced through continuous and ongoing academic field (Putwain, Connors, Symes, & Douglas-Osborn, 2011).As academic buoyancy antecedents in different levels, psychological factors, school and engagement factors in the education process, and family and peers factors have been paid attention to (Martin & Marsh, 2008). Among family and peers factors, one can name family support and its communication patterns. Many experimental observations (e.g., Alva, 1991; McMillan & Reed, 1997; Masten & Coatsworth, 1998; Voydanoff & Donnelly, 1999; Wayman, 2002) support the role of these factors in increasing compatibility, competence and success.Among school and engagement factors in the education process, class structure has been paid attention to. From Ames’ (1992) viewpoint, the structure of class is a multi-dimensional variable and should be evaluated within different fields. In this sense, three main areas are considered for class structure: tasks, evaluation and authority. Tasks constitute the main element in classroom learning. Evaluation includes methods of student evaluation and study of class factors influencing motivation. Authority dimension refers to the teachers’ orientation in giving options to students and the level of control students have in class activities.Among the psychological factors, motivation and academic self-regulation can be considered as important factors influencing academic buoyancy as proposed by Bandura within social-cognitive theory (Schunk, 2005). Motivation and academic self-regulation are related to one's feeling of capability in managing learning activities, knowing educational subjects, and fulfilling academic objectives (Keith & Frse, 2005). Motivation and academic self-regulation as personal variables have a significant role in one's encountering of life issues and can influential factors in academic and educational situations (Salovaara, 2005). Accordingly, the present study was conducted to discover the effect of psychological and contextual factors (family communication patterns, class structure and motivationand academic self-regulation) as the main elements on the degree of student's academic buoyancyResearch questions: The present study aimed at investigating motivation and academic self-regulation mediatory role in the relation of family communication patterns and class structure with academic buoyancy. Therefore, the present study sought test the following hypotheses:- It is possible to predict student's academic buoyancy based on family communication patterns and class structure.- It is possible to predict student's motivation and academic self-regulation according to family communication patterns and class structure.- Motivation and academic self-regulation can have the mediatory role in the relationships between family communication patterns and class structure (as endogenous variables) and academic buoyancy (as exogenous variable). The design of the study is correlational. Family communication patterns and class structure were considered as endogenous variables, academic self-regulation and motivation as mediatory variables, and academic buoyancy as the final exogenous variable. The sample included 392 high school students (205 females and 187 males) in the city of Poldokhtar. They were chosen through multi-stage random cluster sampling. To collect the required data, four tools of the child version of the Revised Family Communication Patterns (RFCP, Fitzpatrick & Ritchie, 1997), Structure of Class questionnaire (Elliott & Cherch, 2001), the revised scale of School Attitude Assessment (McCoach & Seigle, 2003), and academic buoyancy questionnaire (Dehghanizadeh & Hoseinchari,1391) were used. All the tools enjoyed appropriate reliability and validity. Analysis of the data through path analysis and based on Baron and Kenny (1986) showed that the conversation dimension, tasks and authority directly predict academic buoyancy and motivation and academic self-regulation. The variables of motivation and academic self-regulation can play a mediatory role between the family communication patterns, tasks and authority on the one hand and student's academic buoyancy on the other. In general, the findings of the study emphasize the direct and indirect effect of family communication patterns on the mediatory role of motivation and academic self-regulation. Not only do the motivation and academic self-regulation have a direct effect on academic buoyancy, but also they act as a mediatory variable between the conversation orientation, tasks and authority and academic buoyancy. Effective relationship with parents leads to the creation of and increase in motivation and academic self-regulation and with this increase, confidence is built within students. About the significance and influence of self- regulation beliefs, Bandura (2001) maintains that none of the individual cognitive beliefs is as constructive as efficacy in managing individuals’ compatibility performance in dealing with difficulties and stressful conditions. Students with high self-esteem in their performance appear as energetic and believe that they can overcome difficulties and challenges. Such a belief in personal capabilities in confronting environmental stressful stimuli is accompanied by compatible performance of buoyancy.