Structural model of the relationship between academic meaning, family flexibility, academic support and perception of the classroom environment with academic buoyancy with the mediating role of academic flourishing in 12th grade female students in Shiraz

The aim of this study was to investigate the relationship between academic meaning, family flexibility, academic support and perception of the classroom environment with academic buoyancy with the mediating role of academic flourishing in 12th grade female students in Shiraz. The research method is descriptive-correlational. The statistical population included all students in the number of 8681 who were selected as a sample using 400-stage cluster random sampling method. To collect research data from six standard questionnaires of educational meaning Henderson-King and Smith (2006); Shakeri Family Flexibility (2003); Sands and Plankt (2005) Academic Support; Perception of the Dundee Classroom Environment (2001); Martin and Marsh (2008) academic buoyancy and Diener etal, (2010) academic flourishing were used. The validity of the questionnaires was calculated using content and face validity, and its reliability was calculated through Cronbach's alpha coefficient and was estimated 0.86, 0.84, 0.85, and 0.82, respectively. The results showed that family flexibility, academic support and perception of the classroom environment have a significant and positive effect on academic buoyancy and academic flourishing has a mediating role in the model