The Mediation Roles of Academic Buoyancy and Humor in relationship between Academic Emotions and Academic Engagement

Introduction: The purpose of present study was to investigate the mediating roles of academic buoyancy and humor in the relationship between academic emotions and academic engagement. Methods: The sample consisted of 332 post- graduate students. The research instruments included academic engagement questionnaire (Rio, 2013), achievement emotions questionnaire (Pekrun & et.al, 2002), epistemic curiosity questionnaire (Kashdan & et.al, 2009), Measure of empathy and sympathy (Vossen & et.al, 2015), sense of humor questionnaire (Martin, 2001), and academic buoyancy questionnaire (Martin& Marsh, 2006). Results: The findings showed that all the relations were significant except behavioral sub scale with humor, academic engagement with humor, and hope to learning with humor. All of the path coefficients except the path of humor to academic engagement were significant, thus this path omited from conceptual model and the path of humor to academic buoyancy added to model and once more fitness of the model. In first indirect path, academic buoyancy has the mediating significant role in the relationship between academic emotions and academic engagement. Also, humor has the mediating significant role in the relationship between academic emotions and academic buoyancy. Academic buoyancy has the mediating role in the relationship between humor and academic buoyancy, too. Conclusion: The elements of learning in post-graduate students are important. Therefore Universities should promote educational qualities.