The designing of academic buoyancy model based on family emotional climate, social constructive learning environment, and academic engagement mediated by academic self-efficacy in high school girl students

It has been nearly a century that psychologists have been extensively working to identify predictors of well-being and academic achievement. The success of students at school is the primary goal of any educational system. Success at school involves gaining appropriate experiences in all psychological, emotional, social, behavioral and biological dimensions. Gaining these experiences at school can have a decisive impact on the present and future lives of children and adolescents. Academic buoyancy is one of the normal concepts and constructs of positive attitudinal psychology study that is associated with improved academic achievement because vitality is one of the influential factors in education that students have identified as a strategy for dealing with problems and challenges. They use education. Schools and other learning environments are places where academic challenges, barriers and pressures are a lasting reality of academic life, which can make students tired and frustrated at school. The antecedents of academic buoyancy have been considered at three different psychological levels, factors related to the academic environment and participation in the educational process, and factors related to family and peers. At the family and peer level, family support, communication with others, informal networks of friends, peer education, supportive and empowered parents, and membership in grassroots associations have been referred to. Family-level and peer-to-peer levels were considered in the process of coping with stressors and the process of stress. According to Newgarten's Theory of Activity (1964), establishing and maintaining active family relationships and social support and participation in social interactions helps to keep the individual dynamic and is a potential force for mental health support and enriches the sense of subjective well-being. By the emotional climate of the family, we mean how family members interact and behave. Family members' perceptions of each other, their feelings and interest in each other, and how they are involved or not involved in each other's work and their cooperation or competition with each other, illustrate how they relate. At the school level and participation, more attention has been paid to learners' perceptions of the learning environment the term atmosphere is known as a system of situational dimensions that affects the participants. Situational dimensions can include social, physical, emotional, and intellectual factors. The learning environment, based on the principles of constructivism, is a good learning environment for the classroom and results in better academic achievement and increases the overall effectiveness of education. This view holds that the process of knowledge-building requires active learning by the learner. Social constructivist environments seek to lead the individual toward responsibility, goal-setting, and goal-directed teaching and facilitators. Thus, it can be concluded that teachers should be able by developing a favorable learning environment and subsequently, making learners 'perceptions of the learning environment positive, enhancing their learning outcomes, one of which can be learners' motivation. In addition to family and educational factors, psychological antecedents affecting academic buoyancy, the concept of academic engagement and self-efficacy beliefs are among the positive factors in students' vitality and academic success in educational settings, especially in schools. Academic involvement is considered as the basis for reformist efforts in the field of education, reflecting the active involvement of the individual in a task or activity, and emphasizes the role of self-awareness in the study, design of meta-cognitive beliefs and self-regulation. Lack of self-efficacy is also the source of many problems with academic failure and psychological problems. Therefore, identifying antecedents and factors affecting students' ability to cope with academic challenges and obstacles that lead to academic buoyancy is therefore important. The purpose of this study was to develop a model of academic buoyancy of female high school students in Saveh based on family emotional climate, constructivist social learning environment and academic engagement mediated by academic self-efficacy.  

The research method was correlation and structural equation model. The statistical population consisted of all high school female students in Saveh city in the academic year of 2018-2019 that 347 students were selected through cluster sampling. The tools used included the Haghayeghi and Kareshki social constructive learning (2015), Rio and Tsing' academic engagement (2011),  Morgan & Jinks academic self-efficacy (1999), Hill Bern family emotional climate (1964),  Dehghanizadeh and Husseinchari academic buoyancy questionnaires (2012). Pearson correlation coefficient, structural equations and goodness of fit indices were used for data analysis, and Bootstrap method was used to investigate the indirect relationships of the paths. All analyzes were performed using Statistical Package Software for Social Sciences (SPSS 19) and Software (Lisrel 8.5) Software.

 The findings of this study showed that the hypothesized model of academic buoyancy based on family emotional climate, social constructivist learning environment and academic engagement mediated academic self-efficacy in high school students in Saveh, had appropriate goodness of fit with data. Structural equation results showed that perceptions of social constructivist learning and family emotional climate did not have a direct effect on academic self-efficacy (p <0.05) but academic involvement had a direct effect on academic self-efficacy (0.74). Academic engagement and family emotional climate have no direct effect on academic buoyancy (p <0.05) but perceptions of social constructivist learning have a direct effect on academic buoyancy (p <0.01). Academic self-efficacy has a direct and significant effect on academic buoyancy (p <0.01). The results of indirect relationships showed that only academic engagement affects academic buoyancy mediated by self-efficacy.

The results support the direct effect of academic engagement on academic self-efficacy and mediate the role of self-efficacy in the relationship between academic engagement and students' academic buoyancy and indicate the importance of mediating variables. The cognitive process of self-efficacy affects many behaviors including task selection, effort, endurance, and progress, and the importance of this mediating variable was also confirmed in the present study.