This study investigated the antecedents and outcomes of goal orientation in a causal model in which student-teacher interaction and self-efficacy were considered as endogenous variables, goal orientation as the mediating variable and academic buoyancy as the exogenous variable. Participants were 516 high school students (291 boys and 225 girls) in Kazeroun who completed Academic Buoyancy Questionnaire (Hosseinchari & Dehghani, 1391), Goal Orientation Scale (Elliot & Mcgregor, 2001), Teacher-Students Interaction Questionnaire (Wubbles, Creton, Levy & Hooymayer, 1993), and Self-efficacy Scale (Moris, 2001). Descriptive statistical methods and path analysis were used to test the model. Results revealed that emotional and social self-efficacy dimensions of self-efficacy predicted academic buoyancy both directly and indirectly, through mastery approach goal orientation. However, academic self-efficacy only predicted academic buoyancy through mastery approach goal orientation. None of the teacher-student interaction dimensions predicted academic buoyancy directly. Mastery-avoidance goal orientation mediated the relationship between control and orientation dimensions of teacher-student interaction and academic buoyancy. After all, the research findings contributed theoretical knowledge, academic buoyancy and provide some for implications promoting students’ academic buoyancy skill more implications and justificationson of the results discussed in the final chapter.

This study examined the mediating role of emotional expressiveness in the relationship between academic buoyancy and family communication patterns.Five hundred and four students (261 girls, 243 boys) were selected from high school of Shiraz, Iran using multi-stage random cluster sampling. The participants completed the Revised Family Communication Patterns Questionnaire (Fitzpatrick & Ritchie, 1994), the Emotional Expressiveness Questionnaire (King & Emmons, 1990), and the Academic Buoyancy Questionnaire (Dehqanyzadeh et al, 2014). The results of path analysis indicated that the model had a good fit to the data. The family communication patterns had a significant direct and indirect effect on student's academic buoyancy. The conversation orientation had a significant positive direct effect on academic buoyancy. The conversation orientation increased academic buoyancy indirectly through increasing positive emotional expressiveness and decreasing negative emotional expressiveness. The conformity orientation decreased academic buoyancy indirectly through increasing negative emotional expressiveness. The findings suggested that emotional expressiveness had a mediating role in the relationship between family communication patterns and academic buoyancy.

The main purpose of this article is to evaluate Iran`s tax system efficiency through tax elasticity and buoyancy indexes. In doing so, buoyancy was estimated using income and tax basis data for various taxes during 1980-2015 through ARDL and ECM model and then, tax elasticity was estimated through tax policy control. Eventually, buoyancy estimation sensitivity was evaluated relative inflation and business cycles. Results suggest that in long term buoyancy and elasticity for various taxes are almost equal. But in short terms, elasticity is greater than buoyancy. According to this fact, tax policies do not play a significant role in tax income increment, and tax income increases due to tax basis growth. Also, inflation only affects buoyancy rate in short terms, and long term buoyancy is independent from the inflation changes. Additionally, direct taxes are not flexible in terms of business cycles, and tax is merely showing a cycle compatible behavior towards commodities and services.

This study investigated the mediating role of academic buoyancy in relationship Between mindfulness with happiness and academic achievement. Participants were 344 (164 male and 184 female) students in Shiraz University, selected by a random multi-stage cluster sampling method who completed the Academic Buoyancy Questionnaire (Hosseinchari & Dehghani, 1391), Five Facet Mindfulness Questionnaire (Baer & et al., 2006), and Oxford Happiness Questionnaire (Hills & Argyle, 2002). Also, the total average score of students was considered an indicator of academic achievement. WARPPLS was used to test the model. The findings showed that mindfulness was positive and significant predictor of happiness and academic achievement. Mindfulness has a positive and significant relationship with academic buoyancy. Also confirmed the role of academic buoyancy as a mediator was also confirmed. Academic buoyancy has mediator role in relationship between mindfulness and happiness. But academic buoyancy showed a negative a mediator in the relationship between mindfulness and academic achievement. The results indicated that academic buoyancy has a higher role in predicting happiness than academic achievement.

This study aims to investigate the relationship between wisdom and psychological well-being and academic buoyancy of students. This is a correlation study. The statistical population of this research includes all high school Secondary students of Khusf town, and 317 students were selected through cluster random sampling method. Research tools employed include Wisdom Scale of Ardelt, psychological well-being scale of Ryff and academic buoyancy of Dehqanizadeh and Hussein Chari. For analysis, Pearson correlation coefficient and regression analysis were adopted. Results showed that significant and positive relationship between wisdom and academic buoyancy and psychological well-being exist. The reflective and emotional components of wisdom predicted the level of psychological well-being, and cognitive and reflective components predicted the level of academic buoyancy. Thus, it can be concluded that wisdom is a reliable anticipator for academic buoyancy and psychological well-being between students, and wiser students have higher levels of academic buoyancy and psychological well-being.

This study aimed to investigate the mediating role of cognitive flexibility in the relationship between metacognitive strategies and academic buoyancy in students. The research method was descriptive-correlational and based on structural equation modeling. The statistical population included all undergraduate students of Khomein Azad University in the academic year 2022-2023, from whom 325 were selected as a sample by multi-stage cluster sampling method. For data collection, the academic buoyancy questionnaire (ABQ, Martin and Marsh, 2008), cognitive flexibility Inventory (CFI, Dennis & Vanderwall, 2010), and metacognitive strategies questionnaire (MSQ, Macinerney &  Dowson,2004) were used. The results showed that the proposed model is a good fit and the direct effect of metacognitive strategies on academic buoyancy and cognitive flexibility was significant (p<0/001), and the direct effect of cognitive flexibility on academic buoyancy was significant (p<0/01). Other results showed that cognitive flexibility plays a mediating role between metacognitive strategies and academic buoyancy (p<0/01).  In general, it can be concluded that metacognitive strategies directly and indirectly with the mediation of cognitive flexibility affect the level of academic buoyancy in students.

Low scores, difficult lessons, rigid incompetent teachers, as well as bleak and unfriendly classroom atmosphere, are among the challenges facing a teenager (Spear, 2000). To deal with these challenges, researchers have recently focused on the abilities and potentials of the teenagers, one of which is academic buoyancy. Within the confines of positive psychology, academic buoyancy is defined as the individual’s active resilience to the various challenges, pressures, and impediments they might commonly face in academic contexts (Martin & Marsh, 2009; Putwain, Connors, Symes & Douglas-Osborn, 2012). Various motivational antecedents have been identified for academic buoyancy that can be classified into three main categories: psychological, school and engagement, and family-and-peer factors (Martin & Marsh, 2008). Psychological factors include such factors as self-efficacy beliefs, control, resoluteness, and motivation. The school and engagement factors concern the influence of class participation, interaction with teachers, school values, and extra-curriculum activities, that have been of concern to several researchers (e.g. …). At the family-and-peers level, family support, interaction with socially approved people and friends, as well as the presence of authoritative and caring parents are among the consequential variables (…). The current investigation, following Martin and Marsh (2008), focuses at the psychological level on schoolwork interaction, at the school-and-engagement level, on school values, and at the family-and-peers level, on social support from the family and significant others. These variables were selected for their presumed significance in encouraging learners to try to reach success and to create optimal educational environments.
Schoolwork engagement is defined as the positive concentrated state of the mind, characterized by vigor, dedication, and absorption (Salmela-Aro & Upadyaya, 2012). Given that engagement involves control and concentration of mind, and control is a psychological factor, schoolwork engagement is categorized as a psychological variable. Research suggests that learners actively engaging in schoolwork demonstrate high levels of resilience in studying and in encountering various educational challenges. Moreover, such students are eager to learn, dedicate themselves to education and thus have a meaningful and successful educational life. In sum, students with high levels of schoolwork engagement, through their constant interaction with school, acquire the skills necessary for their success in education and can hereby create the desirable educational context (…).
On the other hand, with respect to schooling value, or the students’ perception of the meaningfulness of schooling in general (Mucherah, 2008), Niemivirta (2004) demonstrates that learners who set high values on schooling incline toward self-promotion and improvement and far from any sense of dissatisfaction, demonstrate more constructive behaviors in their education in that what matters to these students is learning per se (e.g. Meece & Holt, 1993).
As another motivational antecedent of academic buoyancy, social support refers to the type of assistance, which individuals receive or expect to receive from those whom come into contact with in any way (Papakonstantinou & Papadopoulos, 2010). There is ample evidence demonstrating the significance of social support in promoting compatibility, competence, and success.
Besides the significance of these variables in promoting academic buoyancy, the literature supports the existence of a cause and effect relationship between them. In this regard, several studies suggest that perceived social support enhances the students’ academic buoyancy by increasing their schoolwork engagement and fostering their self-efficacy beliefs (e.g. Cheung & Sun, 2000). Research further suggests that belief in schooling value contributes to academic buoyancy and success by motivating learners to more actively engage in their schoolwork (…). Thereupon, the purpose of the current investigation is to verify the hypothesis that ‘schoolwork engagement mediates the relationship between schooling value and academic buoyancy’. In other words, the study aims to explore how perceived social support and school value affect academic buoyancy, taking schoolwork engagement as a mediating variable.
Research questions
The present study aims to explore the mediatory role of schoolwork engagement in the relationship between schooling value and academic buoyancy. Therefore, the present study attempts to answer the following questions:- Is it possible to predict student's academic buoyancy based on social support and school value?
- Is it possible to predict student's schoolwork engagement according to social support and school value?
- Can schoolwork engagement have mediate the relationship between social support and school value?
This is a non-experimental research with correlational design.
Participants and procedure
The statistical population in the study included all the male and female students studying in grade two of a high school in Islamshahar county. Of this population, a sample of 385 students (187 females and 171 males) was selected randomly using cluster sampling technique. The clustering was made according to the students’ school, major, and class. The instruments employed to collect data included perceived social support scale (SSS; Vaux, Philips, Holly, Thomson, Williams & Stewart, 1986), school value questionnaire (SVS; Tuominen-Soini, Salmela-Aro & Niemivirta, 2012), schoolwork engagement questionnaire (SEQ; Salmela-Aro & Upadyaya, 2012) and academic buoyancy questionnaire (ABQ; Dehghanizadeh & Hoseinchari, 1391). All the three tools enjoyed appropriate levels of validity and reliability.
Analysis of the information using path analysis (PA) showed that the social support and school value directly predict academic buoyancy. Moreover, schoolwork engagement was found both to have a direct effect on academic buoyancy and to play a mediatory role between, social support and school value in affecting academic buoyancy.
The findings of the study emphasize the direct and indirect effects of social support and school value on the student's academic buoyancy. Not only does schoolwork engagement have a direct effect on academic buoyancy, but it also acts as a mediatory variable between social support and school value in affecting academic buoyancy. Social support and school value both cause and increase schoolwork engagement and thereby enhance the students’ confidence to overcome challenges and this correspondingly contributes to their success and enhanced academic buoyancy. The role of schoolwork engagement, on the other hand, in predicting academic buoyancy and success could be explained taking into account that students who actively engage in their schoolwork devote high levels of energy and attention to the tasks they perform and remain patient in the face of challenges until they reach success.

The aim of this study was to examine the mediating role of resiliency in the perception of academic support and academic buoyancy among the students of Payam Noor University.
140 students were selected by using stratified sampling method, and fit out academic support, resiliency and academic buoyancy questionnaire. All tools had a desirable validity and reliability. Data were analyzed with path analysis.
The results showed that academic support of professors, parents and peers directly affects the resilience. Also, indirect effects of teachers, parents and peers academic support on academic buoyancy through resilience was confirmed. This means, that academic support through the resiliency increase the student academic buoyancy.
The findings highlight the role of academic support on student’s resiliency, for arriving to academic buoyancy. The findings of study were discussed regarding to theoretical and empirical evidence and suggestions have been made for this purpose.

The purpose of this study is to investigate the role of perception from learning environment and psychological hardiness in academic buoyancy prediction of medical sciences students.
The method of this study is correlational. Statistical population of this study comprised all of nursing students of Kermanshah Medical Sciences University which were living in dormitories. 145 students were selected as sample by using available sampling method. Academic buoyancy scale, perception of learning environment and psychological hardiness were used for collecting data and SPSS software version 22 and descriptive statistics methods (average, standard deviation) and Inferential statistics (Pearson correlation coefficient and multiple regression) were used for analysing data.
The findings showed that there is a positive significant correlation between Perception of learning environment and psychological hardiness with academic buoyancy and %39 of the total variance of academic buoyancy is predictable based on derception of learning environment and psychological hardiness.
Therefore, it can be concluded that perception of learning environment and psychological hardiness consider as one of the important factors and related with academic buoyancy.

The purpose of this study was to investigate the relationship between developmental assets and academic well-being with mediating role of academic buoyancy. The statistical population included Ahwaz high school students who were university volunteers in 2019. 353 students were selected using multistage cluster random sampling method and answered to Developmental Assets Profile (Minnesota Search Institute, 2005), Academic Buoyancy Scale (Martin & Marsh, 2008), and Academic Well-being Scale (Tuominen-Soini, Salmela-Aro & Niemivirta, 2012). Data were analyzed using structural equation modeling. There was positive and significant relationship between internal and external developmental assets with academic buoyancy and academic buoyancy partially mediated the relationship of both internal and external developmental assets with academic well-being. Based on these findings, students' academic buoyancy and well-being can be improved by increasing their internal and external developmental assets.