The goal of present study, in framework of a causal model, was to investigate the relationship between perceived social support and academic buoyancy with mediating role of motivational beliefs. Research method was correlational and the statistical population was consisted of all high school students of Shiraz. Participants were 320 students (157 boys and 163 girls), selected based on a multistage random cluster sampling method and they completed questionnaires of perceived social support (Zimet, Dahlem, Zimet & Farley, 1988), motivational beliefs (Pentrich & DeGroot, 1990), and academic buoyancy (Deghanizadeh & Hosseinchari, 1391). Reliability and validity of measures was confirmed. The results of data analysis revealed that the model with this study data contains suitable "goodness of fit" and direct effect of social support on academic buoyancy, social support on motivational beliefs and motivational beliefs on academic buoyancy was confirmed. Finally, investigation of coefficients of path analysis showed that motivational beliefs were a mediator between perceived social support and academic buoyancy. Accordingy, social support sources can increase academic buoyancy of students by promoting their motivational beliefs.
Sabzi, N., & Fooladchang, M. (2015). The Mediating Role of Motivational Beliefs in the Relationship between Perceived Social Support and Academic Buoyancy. Quarterly Journal of Education Studies, 1(2), 26-51.
MLA
Neda Sabzi; Mahboobe Fooladchang. "The Mediating Role of Motivational Beliefs in the Relationship between Perceived Social Support and Academic Buoyancy", Quarterly Journal of Education Studies, 1, 2, 2015, 26-51.
HARVARD
Sabzi, N., Fooladchang, M. (2015). 'The Mediating Role of Motivational Beliefs in the Relationship between Perceived Social Support and Academic Buoyancy', Quarterly Journal of Education Studies, 1(2), pp. 26-51.
VANCOUVER
Sabzi, N., Fooladchang, M. The Mediating Role of Motivational Beliefs in the Relationship between Perceived Social Support and Academic Buoyancy. Quarterly Journal of Education Studies, 2015; 1(2): 26-51.
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