Iranian EFL Students' Academic Buoyancy Prediction Based on Family Emotional Climate, Academic Engagement, and Academic Self-Efficacy: A Quantitative Case Study in Mashhad, Iran

Attention to the psychological, emotional, and educational components of students is becoming more and more common. In response to this outlook in education, this interdisciplinary descriptive correlational study aimed to predict academic buoyancy based on family emotional climate, academic engagement, and academic self-efficacy. On this premise, out of ۴۰۴۳ high school female students, ۳۴۷ EFL female students, selected through cluster sampling from ۶ public high schools in Mashhad, Iran, participated in the study supported by Krejcie and Morgan's (۱۹۷۰) table for sample size and responded to the Academic Engagement Questionnaire (Reeve & Tseng, ۲۰۱۱), Academic Self-efficacy Questionnaire (Jinks & Morgan, ۱۹۹۹), Family Emotional Climate Questionnaire (Hillburn, ۱۹۶۴), and Academic Buoyancy Questionnaire (Martin & Marsh, ۲۰۰۸). Pearson correlation coefficient and multiple regressions were used for data analysis Using SPSS ۲۲ software. Pearson correlation results showed that there is a positive and significant relationship between family emotional climate, academic engagement, and academic self-efficacy with academic buoyancy. The results of multiple regression analysis also showed that family emotional climate, academic engagement, and academic self-efficacy were able to predict academic buoyancy. Academic self-efficacy, academic engagement, and family emotional climate had a significant role in predicting academic buoyancy.

کلیدواژه ها:

Academic Buoyancy ، Academic Engagement ، Academic Self-efficacy ، English as Foreign Language (EFL) Students .