KMAN Publication Inc. (KMANPUB) Journal of Adolescent and Youth Psychological Studies (JAYPS) 2981-2526 In Press 2027 01 10 Structural Modeling of Academic Buoyancy Based on Academic Engagement and Perceived Teacher Support: The Mediating Role of Academic Self-Efficacy among Female Upper-Secondary School Students Structural Modeling of Academic Buoyancy Based on Academic Engagement and Perceived Teacher Support: The Mediating Role of Academic Self-Efficacy among Female Upper-Secondary School Students 1 15 EN Journal Article 2026 04 08 <table> <tbody> <tr> <td> <p><strong>Objective:</strong>  The present study aimed to test a structural model of academic buoyancy based on academic engagement and perceived teacher support, with the mediating role of academic self-efficacy among female upper-secondary school students.</p> <p><strong>Methods and Materials: </strong>This applied quantitative study used a descriptive-correlational design and structural equation modeling. The statistical population included all female upper-secondary school students in Babol, Iran, during the 2024 academic year. A sample of 350 students was selected through multistage cluster random sampling. Data were collected using the Academic Buoyancy Questionnaire, Academic Engagement Scale, Perceived Teacher Support Scale, and Self-Efficacy Questionnaire. Data were analyzed using SPSS and AMOS through descriptive statistics, correlation analysis, confirmatory factor analysis, and structural equation modeling.</p> <p><strong>Findings: </strong>The proposed structural model showed acceptable fit to the data: χ²/df = 1.45, RMSEA = 0.03, CFI = 0.98, NFI = 0.96, GFI = 0.96, and AGFI = 0.94. Academic engagement had a positive and significant direct effect on academic buoyancy (β = 0.12, p = .02). Perceived teacher support also had a positive and significant direct effect on academic buoyancy (β = 0.17, p = .001). Academic self-efficacy had the strongest direct effect on academic buoyancy (β = 0.32, p = .001). In addition, academic self-efficacy significantly mediated the relationship between academic engagement and academic buoyancy (β = 0.138, p = .001) and the relationship between perceived teacher support and academic buoyancy (β = 0.06, p = .04).</p> </td> </tr> </tbody> </table> <p><strong>Conclusion:</strong> Academic buoyancy among female upper-secondary school students is shaped by behavioral engagement, perceived teacher support, and self-efficacy beliefs. The findings suggest that strengthening students’ engagement in learning, improving supportive teacher-student relationships, and enhancing academic self-efficacy may help students cope more effectively with everyday academic challenges.</p> https://journals.kmanpub.com/index.php/jayps/article/download/5872/11255