academic buoyancy

The main mission of educationalists is to create a suitable platform for identifying the talents of students and helping them to emerge and flourishing talents according to individual differences. The aim of the present study was to investigate the effectiveness of philosophizing in exploration circles as a teaching method on the academic buoyancy of students.

The research method was semi-experimental using a pre-test-post-test design with a control group and random assignment of subjects. The study population included all the sixth grade students of Sangsar section of Rasht city in the academic year of 2022. Sampling was available and the number of samples was 40 people who were randomly divided into two experimental and control groups. To collect data, the academic buoyancy questionnaire (Martin and Marsh, 2006) was used. Then, for 8 sessions, the experimental group was trained in the method of teaching philosophising in exploration circles in the lesson of thinking and research. The collected data were analyzed using SPSS version 23 software and by univariate analysis of covariance.

The findings showed that the teaching method of philosophizing in exploration circles was effective on students' academic buoyancy (P<0.001).

It seems that learning philosophy teaching techniques that are positively related to beliefs, emotions and behaviors related to progress leads to the creation of a positive emotional atmosphere in learning situations and ultimately causes academic vitality in students. Therefore, according to the obtained results, it is recommended to use the teaching method of philosophizing in exploration circles to improve academic vitality.

Teaching methods and models differ in both emphasis and effectiveness. It was hypothesized that if the teaching model is based on life’s meaning, then a positive impact on academic buoyancy and motivation to learn can be observed. To test this hypothesis two groups of male 8th graders were selected through random cluster sampling. Both groups’ academic buoyancy and academic motivation were measured before and after the intervention, using instruments of acceptable validity and reliability, as well as internal consistency. One group was taught for one year using the method based on life’s meaning, while the other went through the whole academic year benefitting from the regular teaching method at their school. Covariance analyses of the data show that the experimental group far exceeded the control group in all aspects of academic motivation and academic buoyancy.

Given that academic buoyancy could help with school achievement, its relationship with other factors could be of interest if one were to help with its improvement. Among such factors communication skills and academic self-efficacy stand out. To determine the relationship between these three constructs a group of 262 female high school students was selected using the cluster sampling method. Three questionnaires of assumed validity and reliability were utilized to collect data on the said three constructs. Data analyses revealed that communication skills have a direct and significant impact on both academic buoyancy and self-efficacy, with the latter having a mediating role in the relationship between the other two. Thus it is suggested that the stage for the improvement of communication skills within the educational settings be set in order for the students’ self-efficacy and buoyancy improve and lead to higher level of achievement.

The present study was conducted with the aim of investigating the relationship between Employment hope and academic buoyancy with the mediation of academic engagement.

The descriptive research method was of the correlation type based on structural equation modeling. The statistical population of all students of Yazd University in the academic year 2021-2022 was equal to 14470 people, of which 216 people were considered as a statistical sample. The non-random sampling method was available. Research tools include: Qureshirad's Employment hope Questionnaire (2007); Fredricks, Blumenfeld, Paris Academic engagement questionnaire (2004); and Academic Buoyancy questionnaire of Dehghanizadeh and Hossein Chari (2012) were obtained, and the reliability of each of the questionnaires was obtained through Cronbach's alpha coefficient, 0.94, 0.87 and 0.89, respectively. Data were analyzed using SPSS23 and AMOS24 software.

The results showed that hope for employment has a direct and significant effect on academic engagement (β=0.42; P<0.01) and an indirect and significant effect on behavioral engagement (β=0.39; P<0.01), cognitive (β=0.35; P>0.01) and emotional (β=0.32; P>0.01). Employment hope has a direct and significant effect on academic vitality (β=0.29; P<0.01). However, there is no significant relationship between academic conflict and academic vitality, and academic conflict cannot mediate between hope for employment and academic vitality.

Therefore, the hope of getting a job related to the field of study and students' interest is important in their efforts to increase their engagement and academic Buoyancy. It is possible to provide consulting services, hold educational workshops related to the field of study, psychological capital training, introduce successful educated people who are prominent in the field of entrepreneurship and employment, create a safe environment, combined with a sense of hope, trust and confidence, the platforms for increasing engagement and buoyancy. provided students with education.

The present study was conducted with the aim of investigating The effect of constructivist teaching on interest in lessons, academic vitality and enthusiasm for school. Quantitative research design and research method was a quasi-experimental type with a pre-test and post-test design with a control group. The statistical population of the research includes male elementary school students of Juybar city in the academic year of 2021-2022. 25 people were selected as sample from 6th grade students of the Navaei school.

Sampling method based on selective or alternative method, in which a group of 12 students was selected as an experimental group and another group of 13 students was selected as a control group. In this study, the social studies course book of the sixth grade of primary school in the academic year of 2021-2022 was used, which was taught in 10 one-hour sessions.The intervention in this research was that the experimental group was taught with the constructivist teaching method during ten sessions and the control group was taught with the usual teaching methods such as lectures.The study instrument was three standard questionnaires including interest in lesson belongs to Keller & Sobia (1993), academic engagement for Dehghanizadeh and Hossienchari (2011) and school engagement for Wang (2011). Quantitative data extracted from questionnaires in two sections, descriptive and inferential statistics with SPSS20 software.

The findings of the research showed that teaching in a constructivist way had a significant effect on interest in the lesson (F=19.36). Also, based on the results of the research, teaching in a constructivist way has a significant effect on academic engagement (F=6.14) and school engagement. (F=23.94).

In explaining the findings of the research, it should be acknowledged that the role of the environment and the constructivist teaching method in creating and strengthening interest in lesson, academic engagement and school engagement is significant. What’s that seen a lot in the constructivist teaching method is the interaction and communication between teacher and students. The relationship between students and teachers has a direct effect on their interest in lesson, academic engagement and school engagement and increases their motivation. Therefore, teachers are recommended to address this through the use of active listening techniques, active teaching and learning methods such as constructivism.

Academic buoyancy is one of the factors influencing learning and can affect students' academic achievement in various ways. The present study was conducted the aim of explaining the academic buoyancy of students based on family communication patterns and academic support through the mediating role of self-directed learning.

The research method was correlational of structural equation modeling type. The statistical population included all male and female students of junior high school in Sanandaj in the academic year of 2022-2023, from which 390 students were selected by multi-stage cluster sampling method. They answered Dehghanizade & Hosein chari’s Academic Buoyancy questionnaire (2013), Koerner & Fitzpatrick’s Family Communication Patterns questionnaire (2006), Sands & Plunket’s Academic Support questionnaire (2005) and Self-Directed Learning questionnaire of Cheng et al (2010). The data were analyzed with the structural equations modeling via Spss-24 and Amos-24 softwares.

The findings corroborated the good fitness of the model with research data. According to the findings, the direct paths from the conversational pattern, academic support and self-directed learning to academic buoyancy were positive and significant and for the conformity pattern was negative and significant. Also, the indirect paths from family communication patterns and academic support to self-directed learning to academic buoyancy were positive and significant and for the conformity pattern was negative and significant.

In conclusion, the self-directed learning can play a mediating role in the relationship between family communication patterns and academic support with academic buoyancy in students.

The aim of the research was to compare the effect of cognitive restructuring learning and self-regulation learning on the academic buoyancy of male high school students in Bojnord city. This was an applied and semi-experimental research with a pre-test and post-test design with a control group, and the statistical population was male students of the second secondary level of public schools in Bojnord in the academic year 2022-2023. Of these, 45 people were selected by available sampling method and randomly divided into three groups. The research instrument was the academic buoyancy questionnaire of Dehghanizadeh et al (2012) and the experimental groups participated separately in 8 60-minute sessions of cognitive restructuring Beck(2008) and self-regulated learning strategies Pintrich(1995), and the control group did not receive training. The data were analyzed using repeated measures analysis of variance and Benferroni's post hoc test. The results indicated the effectiveness of both methods on academic buoyancy (P<0.001). And among these two methods, the effect of cognitive restructuring training was greater than that of self-regulated learning strategies (P<0.05). The results show that these two methods can be used to increase the academic buoyancy of public school students.

the purpose of this research is to the investigating the role intelligence beliefs on academic self-efficacy and academic vitality of students in kerman. The study population in this study were all male and female first year of elementary school students in kerman. In the school year. They were 2022-2023.

The sample size was selected using stratified random sampling. In this method, statistical population of the research divided into different classes and a random sample is selected according to the number of people in the population. The population was 1783 people and 315 students were selected as a sample. The Krejcie & Morgan table was used to determine the sample size. The measurement tools included three intelligence belief questionnaires, babaei (1998), Students' Academic Self-Efficacy Questionnaire and Hossein Chari and Dehghanizadeh's academic vitality scale (2012). Pearson correlation coefficient, regression and independent t-test were used to analyze the data.

The findings showed that there is a positive and significant relationship between belief in incremental intelligence and effort components and the context of academic self-efficacy. Intrinsic intelligence has a positive and significant relationship with the component of academic self-efficacy talent. Increased intelligence has a negative and significant relationship with academic vitality. Based on regression analysis, increasing IQ can predict academic self-efficacy and academic vitality. There is also a difference between the intelligence beliefs of male and female students. As a result, when students look at intelligence as a flexible and scalable one, they seek to increase academic skills and develop learning and the mental value of activities.

When students see intelligence as a flexible and expandable construct, they aim to increase academic skills and develop learning And the mental value of academic activities and efforts to improve their ability has increased and they go more towards the goals that require more mastery And according to the results of the research, they enjoy challenging academic tasks and activities, and the spirit of hope and success increases in them, and the ground for the formation of dynamic and active learning patterns such as self-directed learning is provided.

This research was conducted with the aim of comparing the effectiveness of brainstorming and TRIZ training on students' academic engagement and academic buoyancy. The research method was semi-experimental with a pre-test-post-test design with two experimental groups. The statistical population of the research included 750 male students of the second year secondary schools in Garmy city in the academic year of 2022-2023, of which 30 were selected by available sampling and after obtaining the inclusion criteria, they were divided into two groups 15 Test subjects 1 and 2 were placed. The instrument used in this research was the Reeve 's academic engagement scale, academic buoyancy scale of Dehghanizadeh and Hossein Chari. Brainstorming training program during 6 sessions of 90 minutes for the experimental group 1 and the TRIZ program during 6 sessions of 90 minutes for the experimental group 2 were implemented by the teachers. Data analysis was done using univariate analysis of covariance in SPSS program. The results showed that there was no significant difference between the post-test scores of academic engagement of the groups (P<0.05), but a significant difference between the scores of the academic buoyancy post-test of the groups (F=6.658, P=0.016). The academic buoyancy scores of TRIZ training group have increased more compared to the brainstorming training group, as a result, TRIZ training has been more effective in improving academic buoyancy compared to brainstorming training. In general, according to the findings of the research, the TRIZ method is superior to the brainstorming method in increasing the academic buoyancy of students, and if teachers are trying to improve the academic vitality of students, they can achieve this goal faster and better by implementing the TRIZ teaching method.

The present study was conducted with the aim of determining the effectiveness of solution- focused group counseling on academic buoyancy and academic thriving of female students. The research method was quasi-experimental and pre-test-post-test-follow up with control group design. The population of this research was made up of all female students of the first secondary school in Isfahan in the academic year of 1400-1401. In order to select the participants, 30 students were selected with multi-stage randomly method and replaced randomly in two experimental (15) and control (15) groups. A pre-test was implemented for both groups. Solution-focused group counseling was held for the experimental group in 8 sessions of 90 minutes. At the end of the counseling, a post-test was implemented and a follow-up test was taken from both groups. To measure academic buoyancy and academic thriving, Dehghanizadeh, and Hossienchari (2012) and Schreiner et al. (2009) academic thriving questionnaires were used, respectively. The data were analyzed using the statistical method of multivariate analysis of covariance, using SPSS-26 software. The findings showed that the research hypothesis based on the effectiveness of Solution-focused group counseling on academic buoyancy and academic thriving has been confirmed (P<0/05) and the students of the experimental group had a significant increase in academic buoyancy and academic thriving compared to the students of the control group in the post-test and follow up phase. (P<0/05). Also, the results of the follow-up phase showed that these changes were stable. Therefore, it can be concluded that solution- focused group counseling is effective for academic buoyancy and academic thriving. Educational psychologists and counselors can use solution-focused group counseling as an educational, interventional and preventive strategy to promote mental health and improve students' academic performance

The present research aimed to study the correlation between perceptions of classroom environment and academic buoyancy with the intermediary role of school bonding. This descriptive-correlational research was of the path analysis kind. The statistical population consisted of all of the 9321 male senior high school students in the city of Sanandaj in the school year of 2018-2019, 369 of whom were selected as the sample size by means of multi-stage random cluster sampling. Students were asked to complete questionnaires on perceptions of classroom environment (Fraser et al., 2017), academic buoyancy (Dehghanizadeh & Hussein Chari, 2012), and school bonding (Springer et al., 2009), and the data was analyzed by means of the Pearson correlation coefficient and path analysis. According to the results obtained in this research, perceptions of classroom environment have a causal relationship with academic buoyancy  (p<0.01), and school bonding plays an intermediary role in the relationship between perceptions of classroom environment and academic buoyancy (p<0.001). As perceptions of classroom environment and academic buoyancy are causally related and school binding also influences the correlation between them, it is suggested that, in order to achieve as much compatibility as possible in students against academic challenges and assignments, measures be taken so as to make the learning environment desirable for students and allow students to develop a higher sense of commitment toward their schools. For better effectiveness, regional Education and Development managers and offices can conduct in-service courses and workshops in order to clarify the importance and formation of perceptions of school, sense of belonging and commitment toward school in students for educational and executive staff in schools.

critical thinking of students in COVID-19 with the mediating role of psychological capital. Method was correlation. Population were 17600 students of IAU, Tehran- north branch in 2020-2021. 210 participants selected by available sampling. Data were collected by questionnaires of Facione, s (1990) critical thinking, Dehghanizadeh and Hossein Chari, s (2012) academic buoyancy, Newmman and Newmman, s (1993) learning experiences and Lothanz & et al, s (2007) psychological capital and analyzed by Pearson’s correlation and hierarchy regression. The results indicate that there is a positive and significant relationship between academic buoyancy and learning experiences with critical thinking (P<0.01). The results of hierarchy regression showed that psychological capital significantly mediate on relation of academic buoyancy and learning experiences with critical thinking (P<0.01). Results showed evidences that academic buoyancy and learning experiences effect critical thinking through engagement of students in the process of constructive learning and psychological capital through improving positive constructs in students, more explain the role of these variables on critical thinking. In other to increase critical thinking of students, it is suggested pay attention to academic buoyancy and learning experiences and promote psychological capitals through counseling and training.

This study examined the relationship between academic meaning, family flexibility, academic support, perceived class environment, and academic buoyancy, mediated by academic flourishing in female 12th graders in Shiraz. This was a correlational descriptive research. The statistical population comprised 8681 female students, of whom a sample of 400 was selected via multistage cluster random sampling. Six standard questionnaires were administered: the Meaning of Education Questionnaire (Henderson–King & Smith, 2006), Flexibility of the Family Questionnaire (Shakeri, 2003), the Significant Other Academic Support Scale (Sands & Plunkett, 2005), Understanding the Classroom Environment Questionnaire (Dundee, 2001), the Academic Buoyancy Questionnaire (Martin & Marsh, 2006), and Academic Flourishing Questionnaire (Diener & Biswas-Diener, 2010). Family flexibility, academic support, and perceived classroom environment significantly and positively affected academic buoyancy, mediated by academic flourishing.

The present research aimed at studying the moderating role of academic buoyancy in the relationship between the students' intrinsic motivation and their academic engagement in the Farhangian university of Zahedan city. This study was a descriptive correlational research. The statistic population included 2410 students of Farhangian University of Zahedan city. 330 students were selected as the sample by applying simple random sampling method. To collect data, McCallie et al(1991) Intrinsic Motivation Inventory, Academic Engagement Questionnaire of Schaufeli et al. (2002) and, Martin and Marsh's (2006) questionnaire of Academic Buoyancy were applied. The questionnaire content validity was confirmed by 8 connoisseurs based on the content validity index and content validity ratio. Moreover, by applying Cronbach's alpha, the internal consistency of the questionnaires was estimated 0.907, 0.723 and 0.720, respectively. Furthermore, the results of correlation coefficient and structural equation model showed that the intrinsic motivation has direct influence on the academic engagement and buoyancy. In addition, the academic engagement has direct effect on the academic buoyancy. Moreover, the indirect influence of intrinsic motivation on the academic engagement by the moderating role of academic buoyancy has been a little more than its direct effect. Therefore, regarding this matter that the students' academic buoyancy leads to their academic engagement, the planning for the creation of academic buoyancy in the students of Farhangian University is suggested to be noticed.

The purpose of this study was to prediction of academic buoyancy based on academic support and academic self-concept in students. The method of study was correlational. Statistical population of this study comprised of all Ardebil high school students, that among them by using cluster random sampling, 240 samples were selected and finally 235 questionnaires were analyzed. For data collection the Hosein Chary and Dehghanzade Academic Buoyancy Questionnaire, Sands and Plunkett Academic Support Questionnaire and Yesen-chen Academic Self-Concept Questionnaire were used. Data were analyzed by using Pearson’s correlation coefficient and regression analysis. Findings showed that there exist significant positive relationship between academic support and its components and academic self-concept and its components with academic buoyancy of students. Also regression analysis revealed that %30 of the total variance of academic buoyancy can be explained by academic support and academic self-concept. Therefore, it can be concluded that the academic support and academic self-concept are important and related variables to academic buoyancy of students.

Creativity is one of the three major human abilities that is important for success. Therefore, conducting research in this field is important.

The aim of this study is to model the structural relationships of academic buoyancy on creativity with the mediating role of students' academic self-efficacy.

The design of the present study is descriptive and correlational by structural equation modeling. The statistical population included all students of Islamic Azad University of Tehran in the fields of humanities. Using cluster random sampling method, 384 people were selected as a sample to participate in this study and completed the Dehghani-Zadeh & Hossein Chari academic buoyancy, Abedi Cognitive Creativity and McIlroy & Bunting self-efficacy questionnaires. Pearson correlation methods and structural equation modeling using SPSSV19 and LISRELV8.80 software were used to analyze the data.

The results showed that academic buoyancy had a direct and significant effect on academic self-efficacy (0.47) and cognitive creativity (0.50). Also, academic buoyancy due to academic self-efficacy had an indirect and significant effect on cognitive creativity (0.56).

Finally, based on the results of this study, it can be said that academic buoyancy has an effect on cognitive creativity through academic self-efficacy, so the knowledge of psychologists, counselors and other experts on these variables can be helpful in promoting students' cognitive creativity.

The present study was conducted with the purpose of investigating the effectiveness of favorable academic social behaviors training on the academic engagement and buoyancy of secondary high school male students. the present study was quasi-experimental with pretest, posttest and control group design. The statistical population of the present study included 12045 secondary high school male students in academic year 2019-20. 50 students were selected through convenient sampling method and they were randomly accommodated into experimental and control groups (25 students in the experimental group and 25 students in the control groups). The experimental group received the ten ninety-minute interventions of favorable academic social behaviors training (researcher-made) during two-and-a-half months. The applied questionnaires in this study included academic engagement questionnaire (Fredericks, Blumenfeld and Paris, 2004) and academic buoyancy (Martin and March, 2008). The data were analyzed through ANCOVA method. results revealed that favorable academic social behaviors training has significant effect on the academic engagement and buoyancy of secondary high school male students (p<0.001) in a way that this intervention succeeded in the improvement of the students’ academic engagement and buoyancy. findings of the present study implied that favorable academic social behaviors training can be used as an efficient training to improve the students’ academic engagement and buoyancy through employing concepts such as positive interaction, accountability, following teacher’s guidance, interpersonal skills, problem-solving communication, academic self-efficacy and attempt to develop.

This study was conducted aiming to investigate the mediating role of motivational regulation strategy in relationship between metacognition and academic buoyancy. The participants were 336 (170 women and 166 men) undergraduate students from Shiraz University selected by random multistage cluster sampling method. The participants completed three measures: Academic Buoyancy scale (Dehghanizadeh & Hosseinchari, 1391), Motivational Regulation Strategies Inventory (Wolters, 1999), and Metacognitive Awareness Inventory (Schraw & Dennison, 1994). Cronbach alpha coefficient was used to examine the reliability of the Scales. To determine the validity, confirmatory factor analysis was applied. The findings showed the reliability and validity of all instruments were at satisfactory level. The results indicated that the model had a good fitness with the data. Metacognition could predict academic buoyancy in a direct mannar. Moreover, motivational regulation strategy had a mediating role in relationship between metacognition and academic buoyancy. According to this reseach findings, it can be concluded that the metacognition can affect students’ academic buoyancy in a positive manner through increasing use of motivational regulation strategy.

The purpose of this study was to determine the effectiveness of Strategic Teaching of Thinking on academic buoyancy of elementary students. The research method was semi-experimental and its design was pre-test and post-test with control group. The population of the study consisted of all 5th grade elementary school students in Marand city. The sample group was selected using cluster random sampling. The subjects of this study were 64 people who were randomly assigned to the experimental group (32 persons) and control (32 persons). The intended educational content was a package of Strategic Teaching of Thinking and colleagues. The experimental group received 16 sessions of 50 minutes of strategic thinking instruction, and the control group did not receive any training on thinking and did not go through the normal course of the class. Students' academic buoyancy was assessed with a questionnaire of Hossein Chari and Dehghanizadeh's. Academic buoyancy were evaluated in two stages: Pre-test and post-test. Research hypotheses were analyzed by covariance analysis the findings of the research showed that there is a significant difference between the mean scores of academic buoyancy in the experimental and control groups. In general, it can be stated that thinking teaching to students can strengthen academic buoyancy. These results suggest Strategic Teaching of Thinking as an effective teaching-learning method in educating self-taught students, which is the most important goal of education.

The aim of this descriptive study was to investigate the mediatibng role of coping strategies in the relationships between effortful control and academic buoyancy and social self-efficacy. In line with this objective, 388 sixth graders, i.e. 206 boys and 182 girls from Yazd, Iran, and their mothers took part in this study. Participants were selected by cluster sampling. Considering data collection, the students completed the Academic Buoyancy, the Self-Efficacy, and the Stress Response Questionnaires and their mothers filled out the Child Behavior Questionnaire. Structural equation modeling was then run for analyzing the obtained data. Based on the results, effortful control could positively predict social self-efficacy both directly and indirectly through the mediating role of engagement coping. In addition, effortful control could positively predict academic buoyancy through the mediating role of engagement coping. Disengagement coping, however, did not have a mediating role and was a negative predictor of both academic buoyancy and social self-efficacy. The overall results of this study showed that an increase in students' effortful control and ability to deal with stressful issues would be accompanied with an increase in their academic buoyancy and social self-efficacy.