A Model of Academic Buoyancy Based on Research Self-Efficacy and Professor–Student Relationship with the Mediating Role of Academic Motivation among Farhangian University Students

Abstract

Introduction and Aim: Academic buoyancy is an important component of students’ adaptation to everyday educational challenges and may be influenced by individual, interpersonal, and motivational factors. The present study aimed to develop and test a model of academic buoyancy based on research self-efficacy and professor–student relationship, with academic motivation as a mediator, among Farhangian University students.

Methodology: This applied study employed a descriptive-correlational design based on structural equation modeling. The statistical population included Farhangian University students of Sheikh Ansari Higher Education Center of Dezqoul in the 2024-2025 academic years, from whom 384 students were selected through convenience sampling. Data were collected using questionnaires assessing academic buoyancy, research self-efficacy, professor–student relationship, and academic motivation. Pearson correlation analysis and structural equation modeling were conducted using SPSS version 27 and AMOS version 24. Indirect effects were examined using bootstrap analysis with 5,000 resamples.

Findings: Model fit indices indicated an acceptable fit of the proposed model, with χ²/df = 2.49, CFI = 0.948, IFI = 0.951, RMSEA = 0.062, and SRMR = 0.047. Research self-efficacy had significant positive direct effects on academic motivation with a standardized coefficient of 0.44 and on academic buoyancy with a coefficient of 0.27. Professor–student relationship also significantly predicted academic motivation with a coefficient of 0.35 and academic buoyancy with a coefficient of 0.19. Academic motivation positively predicted academic buoyancy with a standardized coefficient of 0.43. The indirect effect of research self-efficacy on academic buoyancy through academic motivation was 0.189, while the corresponding indirect effect of professor–student relationship was 0.151; both indirect effects were significant based on 95% bootstrap confidence intervals. The model explained 58% of the variance in academic buoyancy.

Conclusion: Research self-efficacy and professor–student relationship were associated with academic buoyancy both directly and indirectly through academic motivation, with academic motivation functioning as a partial mediator in both relationships. Strengthening students’ research efficacy beliefs, improving supportive professor–student interactions, and enhancing academic motivation may therefore contribute to greater academic buoyancy among Farhangian University students.