Factors affecting academic buoyancy mediated by academic flourishing in female 12th graders in Shiraz, Iran

This study examined the relationship between academic meaning, family flexibility, academic support, perceived class environment, and academic buoyancy, mediated by academic flourishing in female 12th graders in Shiraz. This was a correlational descriptive research. The statistical population comprised 8681 female students, of whom a sample of 400 was selected via multistage cluster random sampling. Six standard questionnaires were administered: the Meaning of Education Questionnaire (Henderson–King & Smith, 2006), Flexibility of the Family Questionnaire (Shakeri, 2003), the Significant Other Academic Support Scale (Sands & Plunkett, 2005), Understanding the Classroom Environment Questionnaire (Dundee, 2001), the Academic Buoyancy Questionnaire (Martin & Marsh, 2006), and Academic Flourishing Questionnaire (Diener & Biswas-Diener, 2010). Family flexibility, academic support, and perceived classroom environment significantly and positively affected academic buoyancy, mediated by academic flourishing.