دانشگاه اصفهان پژوهش های علوم شناختی و رفتاری 2251-7642 15 1 2025 08 23 The structural model of academic buoyancy based on academic engagement and achievement motivation with the mediating role of academic vitality مدل ساختاری پایستگی تحصیلی بر اساس اشتیاق تحصیلی و انگیزۀ پیشرفت با نقش میانجی سرزندگی تحصیلی 77 102 29779 10.22108/cbs.2025.144871.2006 FA انور دست باز استادیار گروه مشاوره، دانشکدۀ علوم انسانی و اجتماعی، دانشگاه کردستان، سنندج، ایران. سنا اصلانی کارشناسی ارشد، گروه مشاوره، دانشکدۀ علوم انسانی و اجتماعی، دانشگاه کردستان، سنندج، ایران. Journal Article 2025 04 14 The purpose of this research was to investigate the fit of the structural model of academic buoyancy based on academic engagement and achievement motivation with the mediating role of academic vitality in the students of the second secondary level of Sanandaj city. This research was a descriptive, correlational research, and in terms of its implementation method, it was based on structural equations. The statistical population of the present study was high school students in Sanandaj in the 2023-2024 academic year. For this purpose, 343 people were selected using the available method based on statistical assumptions in the G-Power software. To collect data, the academic buoyancy questionnaire, academic engagement questionnaire, achievement motivation questionnaire, and academic vitality questionnaire were used in person and online. To analyze the data, Spss-26 and Amos-26 software were used. The results of data analysis showed that the research model had a good fit. The direct effect of achievement motivation (p <0.001 and β=0.337), academic engagement (p <0.01 and β=0.331), and academic vitality (p <0.05 and β=0.246) on academic buoyancy was positive and significant. The indirect results of academic engagement (p <0.05 and β=0.159) on academic buoyancy as mediator of academic vitality were positive and significant. Also, the indirect effect of achievement motivation (p <0.05 and β=0.070) on academic buoyancy with the mediating role of academic vitality was positive and significant. Therefore, increasing academic engagement and achievement motivation increases academic vitality and academic retention. Introduction One of the significant concerns of the educational system of societies is the students’ academic success (Putwain et al., 2020). Academic buoyancy is one of the structures that influence students' educational path and helps them in solving academic problems (Colmar et al., 2019). However, this construct is influenced by behavioral-emotional engagement (Thomas & Allen, 2021). Academic engagement refers to the willingness of students to spend appropriate time and energy on academic activities. The results of the study (Perkmann et al., 2021) indicate that academic engagement is one of the necessary prerequisites for academic retention. Also, a review of the research by Azadian Boroujerdi et al. (2022) and Jafari and Abdi Zarrin (2022) showed that academic engagement has a significant effect on academic retention and can be a suitable predictor of it. In addition to academic engagement, achievement motivation has been mentioned as an influential variable related to academic buoyancy (Datu & Yang, 2021) and has been defined as the internal desire and willingness to complete a task and assignment successfully to achieve a degree of competence in work and education (Kalaja et al., 2009). A review of the past research indicated that academic engagement and achievement motivation, in addition to affecting academic buoyancy (Datu & Yang, 2021), are also effective on academic vitality (Martin & Marsh, 2020). Academic vitality is defined as the mood of learners to solve and resolve academic problems and refers to the responses and ways in which students deal with academic problems and challenges (Yaqubi et al., 2022). A review of research has shown that academic engagement and achievement motivation affect students' academic vitality (Granziera et al., 2024); and academic vitality also affects academic buoyancy (Putwain & Wood, 2023). Therefore, according to the aforementioned statements, it seems that academic vitality can play a mediating and intermediary role in the effect of academic engagement and achievement motivation on learners' academic buoyancy. Given that students are exposed to the overwhelming stresses of their education and their mental and physical health may be at risk, academic buoyancy is of particular importance. A review of the research background indicated that no study has examined these important and influential variables on academic buoyancy in the form of a comprehensive model by considering their mediating relationships in students. Therefore, there is a significant research gap in this field, especially in domestic sources; therefore, this study was conducted with the aim of structural modeling of academic buoyancy based on academic engagement and achievement motivation with the mediating role of academic vitality in students. Figure 1 presents the conceptual model of the present study. Figure 1: Conceptual model of the research Method This research is a quantitative, descriptive-correlational study. The statistical population of the present study included all second-year high school students in Sanandaj in the academic year 2023-2024. The statistical sample size was determined using G-POWER software, considering alpha of 0.01, test power of 0.99, effect size of 0.10, with 2 predictor variables and 5% dropout rate. Accordingly, 334 people were determined using the method. So that one-third of the questionnaires were distributed online and the rest were distributed in person. In this study, all ethical principles, including informed consent, and confidentiality of participant information were observed. Descriptive statistics, Pearson correlation test, and structural equation modeling with SPSS-26 and Amos-26 software were used to analyze the data in the present study. The instruments of this research included the Martin and Marsh (2008) academic buoyancy questionnaire, Hermans' achievement motivation (1970), Fredericks et al.'s (2004) academic engagement, and Martin and Marsh's (2006) academic vitality questionnaires distributed among the research sample. Results The proposed structural model demonstrated a good fit with the observed data, indicating that the model is acceptable. In Table 1, the parameters of standard coefficients, T value, standard error and significance level for each of the causal paths were also examined. Based on these results, achievement motivation (p < 0.001 and β = 0.337), academic engagement (p < 0.01 and β = 0.331), academic vitality (p < 0.05 and β = 0.246) have a positive and significant effect on academic retention. Achievement motivation (p < 0.001 and β = 0.283) and academic engagement (p < 0.001 and β = 0.648) have a positive and significant effect on academic vitality. Table 1: Direct effects between the variables of the research Variables S.R. W C.R. S.E. P achievement motivation academic buoyancy 0.337 4.26 0.025 0.000 ** academic engagement academic buoyancy 0.331 3.04 0.023 0.002 ** academic vitality academic buoyancy 0.246 2.21 0.122 0.027 * achievement motivation academic vitality 0.283 3.70 0.022 0.000 ** academic engagement academic vitality 0.468 7.55 0.016 0.000 ** * p < 0.5 ** p < 0.01 In addition to examining direct effects, Table 2 also examines indirect and mediating effects using bootstrap tests. Based on these results, the indirect effect of achievement motivation (p < 0.05 and β = 0.070) on academic retention with the mediating role of academic vitality is significant. Also, the indirect effect of academic engagement (p < 0.05 and β = 0.159) on academic retention with the mediating role of academic vitality is significant. Table 2: Coefficients and significance of the effects of research variables indirectly Predictor variable Mediating variable Dependent variable Type of effect standardized Indirect effect S.E. Lower Bounds Upper Bounds P achievement motivation academic vitality academic buoyancy Indirect 0.070 0.017 0.015 0.140 0.022 * academic engagement academic vitality academic buoyancy Indirect 0.159 0.020 0.053 0.293 0.017 * * p < 0.5 ** p < 0.01 Discussion The findings of this study indicated that the structural modeling of academic buoyancy based on the research variables had a favorable fit. In this context, the results of this study are indirectly consistent with the results of the research of Jafari and Abdi Zarrin (2022), Martin and Marsh (2020), Putwain et al. ( 2020). In the theoretical explanation of this finding, it can be noted that academic buoyancy specifically refers to having perseverance in the face of difficulties and obstacles in the educational field. This important construct in the educational field is affected by academic engagement and motivation for progress, so that by strengthening the engagement of students, their acceptance of difficulties and perseverance in difficult situations will increase. As a result of this process, the level of student retention will also improve. One of the research results indicated a positive and significant effect of academic engagement on students’ retention. The results of this part of the study were consistent with the results of Wang and Hofkens (2020). Enthusiastic students tend to spend more time and effort on their studies, which increases their ability to overcome challenges. Therefore, academic engagement is considered a key predictor of academic retention. Another finding of this study indicated a positive and significant effect of achievement motivation on student retention. In this regard, the results of this study are consistent with the results of Datu and Yang (2021). Achievement motivation, defined as the driving force for achieving success, plays an important role in students' academic path (Datu & Yang, 2021). Students who are highly motivated to achieve success tend to set specific goals and use self-regulatory strategies that help them. Therefore, achievement motivation can help strengthen academic buoyancy. Another finding of this study was the positive and significant effect of academic vitality on students' academic buoyancy. Academic vitality refers to the level of interest and involvement students show towards their educational efforts and includes emotional and motivational aspects. On the other hand, academic buoyancy involves a learner's commitment to continue their educational path despite challenges and obstacles. Therefore, the current findings help gather evidence in line with the importance of cultivating academic vitality to promote buoyancy in upper secondary school students. Other results of this study indicated the significant role of academic vitality as a mediating variable between academic engagement and buoyancy. In explaining this finding, it can be mentioned that academic engagement is a multidimensional construct that motivates students to participate in their educational activities. However, simply having engagement is not enough to ensure retention. The role of academic vitality as a mediating factor between engagement and retention is important in this context. Finally, this finding emphasizes the complex relationships between academic engagement, retention, and vitality among upper secondary school students. Another finding of the present study indicated a significant effect of achievement motivation on academic retention with the mediating role of academic vitality in students. The multifaceted nature of motivation plays an important role in determining how students approach their studies and their buoyancy in the face of challenges. Moreover, academic vitality, which is defined as the energy and engagement that students bring to their academic efforts, acts as a vital link between motivation and retention. Overall, this study elucidated a model of academic retention that pointed to the role of academic engagement and achievement motivation, and identified academic vitality as a mediating variable. Among the limitations of the present study, it can be noted that the wide age range of the subjects (16-19) might have affected the results of the study; therefore, it is suggested that future studies conduct the study in older age groups and compare its results with this study. The lack of gender separation in this study may limit the generalizability of the findings. In this regard, it is suggested that the relationship between the research variables be examined based on the gender factor. In addition, it is necessary to examine the role of parental participation in fostering academic engagement and retention in students and to examine the effect of extracurricular activities on academic vitality and general motivation for student success. It is also suggested that training programs for teachers be developed that focus on strategies for promoting academic engagement and retention in classroom. هدف از پژوهش حاضر بررسی برازش مدل ساختاری پایستگی تحصیلی بر اساس اشتیاق تحصیلی و انگیزۀ ‌پیشرفت با نقش میانجی سرزندگی تحصیلی در دانش‌آموزان مقطع متوسطۀ دوم شهر سنندج بود. این پژوهش جزو پژوهش‌های توصیفی، از نوع همبستگی و از لحاظ شیوۀ اجرا بر اساس مدلیابی معادلات ساختاری بود. جامعۀ آماری پژوهش حاضر دانش‌آموزان مقطع متوسطۀ دوم شهر سنندج در سال تحصیلی 1402-1403 بودند. برای این منظور، بر اساس پیش‌فرض‌های آماری در نرم‌افزار G- Power، 343 نفر به روش در دسترس انتخاب شدند. برای جمع‌آوری دادهها، پرسشنامه‌های پایستگی تحصیلی، اشتیاق تحصیلی، انگیزۀ پیشرفت و سرزندگی تحصیلی به صورت حضوری و آنلاین توزیع شدند. برای تجزیهوتحلیل دادهها از نرم‌افزارهای Spss-26 و Amos-26 استفاده شد. نتایج نشان داد مدل کلی پژوهش دارای برازش مطلوب بود. اثر مستقیم انگیزۀ پیشرفت (001/0>p و 337/0=β)، اشتیاق تحصیلی (01/0>p و 331/0=β) و سرزندگی تحصیلی (05/0>p و 246/0=β) بر پایستگی تحصیلی مثبت و معنادار بود. اثر غیرمستقیم اشتیاق تحصیلی (05/0>p و 159/0=β) بر پایستگی تحصیلی از طریق سرزندگی تحصیلی مثبت و معنادار بود. همچنین، اثر غیرمستقیم انگیزۀ پیشرفت (05/0>p و 070/0=β) بر پایستگی تحصیلی با نقش میانجی سرزندگی تحصیلی مثبت و معنادار بود. بنابراین، می‌توان نتیجه گرفت تقویت و بهبود اشتیاق تحصیلی و انگیزۀ پیشرفت زمینه را برای افزایش سرزندگی تحصیلی ایجاد میکند و مجموعۀ اینها به بهبود پایستگی تحصیلی دانش‌آموزان کمک خواهد کرد.

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