The Role of Achievement Goal Orientation, Academic Identity status, and Academic Help Seeking in Predicting Academic Buoyancy

The aim of this study was to investigate the role of achievement goal orientation, academic identity status, and academic help seeking in predicting academic buoyancy. The research method was descriptive-correlational. The statistical population of the study consisted of all twelfth-grade high school students in Ardabil in the academic year 2019-2020, of whom 407 were selected using cluster random sampling method. To collect the data, Elliott and McGregor’s (2001) Achievement Goal Orientation Questionnaire, Waz and Isaacson’s (2008) Academic Identity Status Questionnaire, Ryan and Pentrich’s (1997) Academic Help Seeking Questionnaire, and Martin and Marsh’s (2008) Academic Buoyancy Questionnaire were used. Pearson correlation coefficient and regression analysis were used to analyze the data. Findings showed a positive and significant relationship of achievement goal orientation, academic identity status and academic help seeking with academic buoyancy. The results of regression analysis also revealed that 48% of the variance of academic buoyancy can be predicted based on achievement goal orientation, academic identity status, and academic help seeking. Therefore, it can be concluded that achievement goal orientation, academic identity status, and academic help seeking are variables related to academic buoyancy.