Academic buoyancy: Role of stable and unstable psychological factors

The purpose of the present study was to examine the relationship between stable (intelligence and personality) and unstable (Academic self-efficacy, academic engagement and academic skills) psychological factors in predicting the academic buoyancy. 400 students (200 girls and 200 boys) were selected from among high school students in Shahrekord through random cluster sampling who answered the research questionnaires of intelligence, personality, academic skills, academic engagement and academic self-efficacy. The data were analyzed by statistical methods including Pearson correlation coefficient and multivariate regression using SPSS-21. The findings revealed that in case of stable factors, academic buoyancy may be predicted negatively by neuroticism and positively by extraversion; while the unstable psychological factors, academic skills and academic engagement may predict the academic buoyancy. Therefore, it can be concluded that the academic buoyancy is affected by some stable and unstable psychological factors and both factors must be considered in order to enhance the academic buoyancy.