دانشگاه اصفهان پژوهش های علوم شناختی و رفتاری 2251-7642 17 1 2027 03 21 Examining the Structural Model of Academic Buoyancy based on Perception of School Counselor Services and Academic Self-Concept with the Mediating role of Achievement Motivation بررسی مدل ساختاری پایستگی تحصیلی بر اساس ادراک خدمات مشاور مدرسه و خودپندارۀ تحصیلی با نقش میانجی انگیزۀ پیشرفت 67 94 30712 10.22108/cbs.2026.148634.2152 FA معصومه کریمی دوستان کارشناس ارشد رشتۀ مشاورۀ مدرسه، گروه مشاوره، دانشکدۀ علوم انسانی و اجتماعی، دانشگاه کردستان، سنندج، ایران انور دست باز استادیار گروه مشاوره، دانشکدۀ علوم انسانی و اجتماعی، دانشگاه کردستان، سنندج، ایران Journal Article 2026 04 06 The present study examines the structural model of academic buoyancy based on perception of school counselor services and academic self-concept with the mediating role of achievement motivation. The present study is a descriptive correlational study that used the structural equation method to examine the relationships between variables. The statistical population of the present study included all students aged 13 to 16 in the junior high school of Sanandaj in the academic year 2024-2025, from whom 450 people (197 girls and 253 boys) were selected based on Klein's rule in the structural equation model and through the convenience sampling method. For data collection, questionnaires on academic buoyancy (Martin & Marsh, 2008), perception of school counselor services (Ohert et.al, 2022), academic self-concept (Yesen-Chen, 2004), and achievement motivation (Hermans, 1970) were used. SPSS-27 and AMOS-24 software were used for data analysis. The indices (RMSEA= 0.03), ( CFI= 0.94), ( TLI= 0.95) and ( IFI= 0.96) showed that the structural model of the research had a good fit. The direct effect of perception of school counselor services, academic self-concept, and achievement motivation on academic buoyancy was positive and significant. The indirect effect of perception of school counselor services and academic self-concept on academic buoyancy through achievement motivation was also significant. Based on the results of this study, it seems that improving and strengthening the perception of school counselor services and academic self-concept provides a suitable platform for increasing motivation for progress. This process ultimately leads to increased academic buoyancy in students. Introduction Academic buoyancy refers to students' ability to effectively cope with the routine setbacks, pressures, and challenges encountered during learning. Unlike academic resilience, which concerns overcoming severe adversity, academic buoyancy reflects students' capacity to maintain engagement, persistence, and adaptive functioning in response to everyday academic difficulties. As a protective factor against academic stress, anxiety, disengagement, and school failure, it has received increasing attention in educational psychology and has been linked to higher academic achievement, psychological well-being, intrinsic motivation, and adaptive learning behaviors (Martin & Marsh, 2020; Putwain & Wood, 2023). Among the contextual factors influencing academic buoyancy, perceived school counseling services represent a key school-based resource. School counselors facilitate students' academic, personal, social, and career development by providing psychological support, strengthening self-regulation and coping skills, promoting problem-solving, and fostering positive educational experiences (Frank et al., 2025; Ohrt et al., 2022). Importantly, students' perceptions of the accessibility, usefulness, and effectiveness of counseling services are more influential than the mere availability of such services. Academic self-concept is another important determinant of successful educational functioning. It reflects students' beliefs about their academic competence and capability. Students with stronger academic self-concepts typically demonstrate greater confidence, persistence, adaptive coping, and willingness to engage in challenging learning activities (Arens et al., 2021; Marsh et al., 2019). Likewise, achievement motivation has consistently been identified as a major motivational force underlying academic success, encouraging students to set challenging goals, exert sustained effort, and persist despite obstacles (Eccles & Wigfield, 2020). Although previous studies have separately examined these constructs, limited research has investigated their simultaneous structural relationships. In particular, the mediating role of achievement motivation in linking perceived school counseling services and academic self-concept to academic buoyancy remains insufficiently understood. Therefore, this study examined a structural model of academic buoyancy based on perceived school counseling services and academic self-concept, with achievement motivation as a mediating variable among junior high school students in Sanandaj, Iran. The conceptual model of the present study is presented in Figure 1. Figure 1 Conceptual Model of the Research Method This applied study employed a descriptive-correlational design using structural equation modeling (SEM). The study population consisted of all male and female students enrolled in public junior high schools in Sanandaj during the 2024–2025 academic year. Following Kline's (2015) recommendation for SEM, 450 students were selected through convenience sampling. Data were collected using four standardized instruments: the Academic Buoyancy Scale (Martin & Marsh, 2008), the School Counselor Noncognitive Skills Scale (Ohrt et al., 2022), validated for Iranian students by Dastbaz et al. (2024), the Academic Self-Concept Questionnaire, and the Achievement Motivation Test (AMT). Data were analyzed using SPSS 27 and AMOS 24. Descriptive statistics, Pearson correlation coefficients, and SEM were employed. Direct and indirect effects were tested using bootstrap procedures, and model adequacy was evaluated through multiple goodness-of-fit indices. Results The findings indicated that the proposed structural model demonstrated an acceptable fit with the data. The fit indices, including RMSEA = .03, CFI = .94, TLI = .95, and IFI = .96, confirmed the adequacy of the proposed model. The results of the structural model showed that perceived school counseling services had a significant positive direct effect on academic buoyancy (β = .238, p <.001). Moreover, academic self-concept significantly and positively predicted academic buoyancy (β = .570, p < .001), indicating that students with stronger academic self-beliefs demonstrated greater persistence in dealing with academic challenges. Achievement motivation also had a significant positive direct effect on academic buoyancy (β = .641, p < .001), highlighting its important role as a motivational mechanism underlying students’ adaptive academic functioning. The analysis of indirect effects revealed that achievement motivation significantly mediated the relationship between perceived school counseling services and academic buoyancy (β = .135, p < .001). Furthermore, achievement motivation significantly mediated the association between academic self-concept and academic buoyancy (β = .249, p < .001). These findings suggest that both contextual resources, such as supportive counseling services, and individual cognitive resources, such as positive academic self-concept, contribute to academic buoyancy partly by enhancing students’ achievement motivation. Conclusion The findings of the present study indicated that students’ positive perceptions of school counseling services not only had a direct effect on academic buoyancy but also enhanced students’ ability to cope with everyday academic challenges through increasing achievement motivation. This finding is consistent with previous studies (Frank et al., 2025; Habibi et al., 2024; Nurhidayat et al., 2024; Soheili et al., 2025 ), suggesting that school counselors, through academic guidance, emotional support, coping skills training, and strengthening self-efficacy, play an important role in promoting students’ motivation and persistence. Moreover, academic self-concept emerged as a significant personal predictor of academic buoyancy. Students with more positive perceptions of their academic abilities tend to set more challenging educational goals, perceive failures as more controllable, demonstrate greater persistence in academic tasks, and consequently show higher levels of academic buoyancy. This finding is consistent with Situated Expectancy-Value Theory (Eccles & Wigfield, 2020), Marsh et al.’s (2019) perspective, and empirical evidence reported by Guo et al. (2024), Johannsen et al. (2024), and Liu (2025). The mediating role of achievement motivation further demonstrated that school counseling services and positive academic self-concept contribute to academic buoyancy primarily by strengthening the desire for achievement, goal setting, sustained effort, and active engagement in learning activities. Overall, the findings highlight the importance of developing professional school counseling services, implementing programs to enhance academic self-concept, and designing motivational interventions. However, the use of self-report measures, convenience sampling, and restriction of the sample to junior high school students in Sanandaj should be considered when generalizing the findings. [1] Master of Science in School Counseling, Counseling Department, Faculty of Humanities and Social Sciences, University of Kurdistan, Sanandaj, Iran Email: karimidostanmasomeh@gmail.com [2] Corresponding Author: Assistant Professor, Counseling Department, Faculty of Humanities and Social Sciences, University of Kurdistan, Sanandaj, Iran Email: Anvardastbaz@uok.ac.ir پژوهش حاضر با هدف بررسی مدل ساختاری پایستگی تحصیلی بر اساس ادراک خدمات مشاور مدرسه و خودپندارۀ تحصیلی با نقش میانجی انگیزۀ پیشرفت در دانش‌آموزان انجام شد. این پژوهش توصیفی از نوع همبستگی بود و برای بررسی روابط بین متغیر‌ها از روش معادلات ساختاری استفاده شد. جامعۀ آماری پژوهش حاضر شامل همۀ دانش‌آموزان 13 تا 16 سال مقطع متوسطۀ اول شهر سنندج در سال تحصیلی 1403-1404 بود که از میان آنها، تعداد 450 نفر (197 دختر و 253 پسر)، بر اساس قاعدۀ کلاین در مدل معادلات ساختاری و به روش نمونه‌گیری در دسترس انتخاب شدند. برای جمعآوری داده‌ها، از پرسشنامه‌های‌ پایستگی تحصیلی مارتین و مارش (2008)، ادراک خدمات مشاور مدرسۀ اوهرت و همکاران (2022)، خودپندارۀ تحصیلی چن و تامپسون (2004) و انگیزۀ پیشرفت هرمانز (1970) استفاده شد. برای تجزیهوتحلیل داده‌ها از نرم‌افزارهای SPSS‑27 و AMOS‑24 استفاده شد. شاخص‌ها (03/0=RMSEA)، (94/0=CFI)، (95/0=TLI) و (96/0=IFI) نشان داد مدل ساختاری پژوهش از برازشی مطلوب برخوردار بود. اثر مستقیم ادراک خدمات مشاور مدرسه (001/0> p و 238/0=β)، خودپندارۀ تحصیلی (001/0> p و 570/0=β)؛ و انگیزۀ پیشرفت (001/0> p و 641/0=β) بر پایستگی تحصیلی مثبت و معنادار بود. اثر غیرمستقیم ادراک خدمات مشاور مدرسه (001/0> p و 135/0=β)، و خودپندارۀ تحصیلی (001/0> p و 249/0=β)، بر پایستگی تحصیلی از طریق انگیزۀ پیشرفت نیز معنادار بود. بر مبنای نتایج این پژوهش، ارتقا و تقویت ادراک خدمات مشاور مدرسه و خودپندارۀ تحصیلی زمینه‌ای مناسب برای افزایش انگیزۀ پیشرفت فراهم می‌کند و این فرایند در نهایت به افزایش پایستگی تحصیلی در دانش‌آموزان منجر می‌شود.

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