The Relationship between Family Atmosphere, School Value and Academic Buoyancy: The Mediating Role of Perceived Self-Efficacy

This study set out to examine the relationship between family atmosphere, school value and academic buoyancy mediated by perceived self-efficacy among a group of junior high school students. The present study had a correlational design. The statistical population of the study included all junior high school students in Marvdasht in 2018-19 school year. The participants were 356 students who were selected by random cluster sampling method and completed the Heilbrun’s Parent-Child Interaction Rating Scale (1964), School Value Scale (Tuominen-Soini, Salmela-Aro & Niemivirta, 2012), Perceived Self-efficacy Questionnaire (Muris, 2001), and Academic Buoyancy Questionnaire (DehghaniZadeh & Hosseinchari, 2012). Structural equation modeling was performed to analyze the data. The results showed that the model fitted the data. Regarding the relationship between variables, it was observed that family atmosphere could directly predict academic buoyancy. Family atmosphere and school value were also direct predictors of perceived self-efficacy. In addition, perceived self-efficacy played a mediating role in the link between family atmosphere, the value of school and academic buoyancy. These findings underscore the role of family and school contextual variables in encouraging learners to be involved in school affairs to overcome academic adversities and achieve academic buoyancy. Most importantly, these contextual variables exert their effect through the psychological variable of perceived self-efficacy.