Causal Explanation of Academic Buoyancy Based on Teacher-Student Interaction, Academic and Hope Self-Efficacy

The aim of this study was to investigate relationship between teacher-student interaction and academic buoyancy with the mediating role of academic self-efficacy and academic hope. This study is descriptive and study design is correlational plans type of the structural equations. Statistical populat...

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Autores principales:	Ablolfazl Farid, Tohid Ashrafzade
Formato:	article
Lenguaje:	FA
Publicado:	Alzahra University 2021
Materias:	academic buoyancy teacher-student interaction academic self-efficacy academic hope Education L Education (General) L7-991
Acceso en línea:	https://doaj.org/article/ba6e5cb7c99b4cf88910ca42127763b5
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id	oai:doaj.org-article:ba6e5cb7c99b4cf88910ca42127763b5
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spelling	oai:doaj.org-article:ba6e5cb7c99b4cf88910ca42127763b52021-11-19T06:00:46ZCausal Explanation of Academic Buoyancy Based on Teacher-Student Interaction, Academic and Hope Self-Efficacy10.22051/JONTOE.2021.31522.30521735-448X2476-7654https://doaj.org/article/ba6e5cb7c99b4cf88910ca42127763b52021-07-01T00:00:00Zhttps://doaj.org/toc/1735-448Xhttps://doaj.org/toc/2476-7654The aim of this study was to investigate relationship between teacher-student interaction and academic buoyancy with the mediating role of academic self-efficacy and academic hope. This study is descriptive and study design is correlational plans type of the structural equations. Statistical population of the study formed all of second middle school students of Orumieh in 2019-2020 years of academic. Sampling was cluster random and 205 persons were selected as study sample. To collecting data was used of Murray and Zvoch teacher-student interaction scale (2011), Patrick, Hicks and Ryan’s academic self-efficacy scale (1997), Khormaie and Kamary academic hope scale (2017) and Hoseinchary and Dehganizade academic buoyancy scale (2012). Lisrel software was used to analyze the data and the proposed model was evaluated using structural equation modeling. The results of this study revealed that teacher-student interaction, academic self-efficacy and academic hope directly related to the academic buoyancy of students. So, the results of this study revealed that teacher-student interaction indirectly and through academic self-efficacy and academic hope related to the academic buoyancy of students. These findings of study support the mediating role of academic self-efficacy and academic hope in the model causal relationship between teacher-student interaction on academic buoyancy. Accordingly, it can be concluded that with the improvement of teacher-student interaction, Students' academic self-efficacy and academic hope increases and these factors together increases their academic buoyancy.Ablolfazl FaridTohid AshrafzadeAlzahra Universityarticleacademic buoyancyteacher-student interactionacademic self-efficacyacademic hopeEducationLEducation (General)L7-991FAاندیشه‌های نوین تربیتی, Vol 17, Iss 2, Pp 203-227 (2021)
institution	DOAJ
collection	DOAJ
language	FA
topic	academic buoyancy teacher-student interaction academic self-efficacy academic hope Education L Education (General) L7-991
spellingShingle	academic buoyancy teacher-student interaction academic self-efficacy academic hope Education L Education (General) L7-991 Ablolfazl Farid Tohid Ashrafzade Causal Explanation of Academic Buoyancy Based on Teacher-Student Interaction, Academic and Hope Self-Efficacy
description	The aim of this study was to investigate relationship between teacher-student interaction and academic buoyancy with the mediating role of academic self-efficacy and academic hope. This study is descriptive and study design is correlational plans type of the structural equations. Statistical population of the study formed all of second middle school students of Orumieh in 2019-2020 years of academic. Sampling was cluster random and 205 persons were selected as study sample. To collecting data was used of Murray and Zvoch teacher-student interaction scale (2011), Patrick, Hicks and Ryan’s academic self-efficacy scale (1997), Khormaie and Kamary academic hope scale (2017) and Hoseinchary and Dehganizade academic buoyancy scale (2012). Lisrel software was used to analyze the data and the proposed model was evaluated using structural equation modeling. The results of this study revealed that teacher-student interaction, academic self-efficacy and academic hope directly related to the academic buoyancy of students. So, the results of this study revealed that teacher-student interaction indirectly and through academic self-efficacy and academic hope related to the academic buoyancy of students. These findings of study support the mediating role of academic self-efficacy and academic hope in the model causal relationship between teacher-student interaction on academic buoyancy. Accordingly, it can be concluded that with the improvement of teacher-student interaction, Students' academic self-efficacy and academic hope increases and these factors together increases their academic buoyancy.
format	article
author	Ablolfazl Farid Tohid Ashrafzade
author_facet	Ablolfazl Farid Tohid Ashrafzade
author_sort	Ablolfazl Farid
title	Causal Explanation of Academic Buoyancy Based on Teacher-Student Interaction, Academic and Hope Self-Efficacy
title_short	Causal Explanation of Academic Buoyancy Based on Teacher-Student Interaction, Academic and Hope Self-Efficacy
title_full	Causal Explanation of Academic Buoyancy Based on Teacher-Student Interaction, Academic and Hope Self-Efficacy
title_fullStr	Causal Explanation of Academic Buoyancy Based on Teacher-Student Interaction, Academic and Hope Self-Efficacy
title_full_unstemmed	Causal Explanation of Academic Buoyancy Based on Teacher-Student Interaction, Academic and Hope Self-Efficacy
title_sort	causal explanation of academic buoyancy based on teacher-student interaction, academic and hope self-efficacy
publisher	Alzahra University
publishDate	2021
url	https://doaj.org/article/ba6e5cb7c99b4cf88910ca42127763b5
work_keys_str_mv	AT ablolfazlfarid causalexplanationofacademicbuoyancybasedonteacherstudentinteractionacademicandhopeselfefficacy AT tohidashrafzade causalexplanationofacademicbuoyancybasedonteacherstudentinteractionacademicandhopeselfefficacy
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Causal Explanation of Academic Buoyancy Based on Teacher-Student Interaction, Academic and Hope Self-Efficacy

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