Predicting Academic Buoyancy based on Cognitive Flexibility and Academic Self-Concept of High School Students

The aim of this study was to predict academic Buoyancy based on cognitive flexibility and academic self-concept of high school students. The present study was descriptive-correlational. The statistical population of the present study consisted of all female high school students in District 2 of Tabriz from 1401-1400, from which 446 people were selected as a sample by the available sampling method. Data collection tools included the Academic Retention Questionnaire (ABS, Martin & Marsh,2008) and the Cognitive Flexibility Questionnaire (CFI, Dennis & Vanderwall, 2010), and the Academic Self-Concept Questionnaire (ASC, Yi Sen Chen, 2004). Research data were analyzed using Pearson correlation coefficient and multiple regression (stepwise). The results showed that there is a positive and significant relationship between cognitive flexibility, alternatives, control, academic self-concept, and its components with academic Buoyancy (P > 0.001). The results of multiple regression analysis also showed that academic self-concept, cognitive flexibility, and alternatives to human behavior predict 29% of the variance related to academic Buoyancy. The results show that the more students have cognitive flexibility and a positive academic self-concept, the more academic Buoyancy they will have.