Abstract

The main purpose of this study was to study the factors affecting academic buoyancy in terms of motivation including achievement motivation and mastery goals. To achieve this goal, the correlation method of structural equation modeling was used. The statistical population of this study is all second year undergraduate students of Tehran Azad University in the academic year1400-1401. In structural equation modeling methodology, the sample size can be determined between 5 to 15 observations per measured variable. Therefore, the sample number was 384. Multi-stage cluster random sampling was performed. Data collection tools included 3 Academic buoyancy questionnaires, Hermans achievement motivation questionnaire and Green motivational factors questionnaire. The obtained data were statistically analyzed through structural equation modeling and LISREL software. In the model of the relationship between academic buoyancy and achivement motivation, the chi-square value obtained was equal to 36.30, which was not significant at the 0.05 level and indicated the appropriate fit of the model. Also, in the model of the relationship between academic buoyancy and mastery goals, the chi-square value obtained was equal to 162.65, which is not significant at the 0.05 level and indicates the appropriate fit of the model. Based on the final model test, it was found that all fit indicators are acceptable in the range and the assumed model fits perfectly with the sample data. Also, the findings of the main hypothesis test in the final model showed that there is a positive and significant relationship between academic buoyancy and motivational dimensions (achievement motivation and mastery goals).
One of the main challenges in educational environments is to optimize the learning environment and process in order to prevent academic failure, dropout, and help learners achieve maximum performance. (Huitt, 2007) believes that as we move from the industrial age to the information age, an important issue is how to prepare students for success in later life. It is obvious that this (scholarly progress and success of learners) will not be possible except by comprehensively engaging learners in academic assignments and preventing them from dropping out and becoming disinterested in studying science. It is obvious that during the years of education, most students face challenges, pressures, and stresses that are part of the reality of everyday life in the educational environment and can affect their academic performance. Among these problems, we can mention the inability to withstand academic failures and return to normal routines, which is an important part of learners' academic progress. Education researchers call this ability academic retention.
(Barrent, 2012) reviews the research and states that the construct of academic resilience emerged from research on resilience, which itself originated from the literature related to children at risk of psychological vulnerability, and describes students who, despite experiencing severe, severe, and chronic adversity, were able to cope with problems and succeed in their studies. In fact, academic resilience is a concept that is used in relation to problems related to school and educational spaces and covers superficial and minor educational problems, while in academic resilience we are faced with larger problems in educational environments. This construct seems to be consistent with the framework of positive psychology because resilience research focuses on learners' ability to deal with everyday academic conflicts and challenges, such as low grades and exam pressures, rather than focusing on the risk of psychological damage. Resilience refers to the assessment of responses to past unpleasant experiences and the assessment of one's ability to cope with failure. (Martin, 2009) defines academic resilience as a term used to describe a student's ability to bounce back successfully after academic difficulties and failures, which is enhanced by factors such as self-efficacy, commitment, and control. Academic resilience refers to a student's ability and motivation to overcome problems, obstacles, and challenges that commonly occur in the daily academic life of most students (such as low grades, exam pressure, difficult assignments, and negative feedback in the teacher-student relationship, competition, and loss of motivation, etc.). In school and educational environments, frustration in returning to successful performance has been widely seen, so that students feel weak in their performance and return to good performance before that assignment after receiving a poor grade or difficulty in an educational activity. It can be said that academic retention is most applicable when a) we are faced with poor grades and performance of students b) loss of self-confidence is raised as a result of poor grades c) we are faced with reduced motivation and academic enthusiasm d) minor and superficial interactions such as negative and temporary feedback are raised occasionally.
The academic retention cycle is multidimensional in nature and consists of 4 levels. a) cognitive adaptation dimensions that consist of low-level motivational constructs of self-efficacy, valuation, and mastery goals. b) behavioral adaptation dimensions that include self-regulation, persistence in completing assignments, planning, and task management. c) cognitive maladaptation dimensions that include lower levels of emotional and motivational constructs of anxiety, failure avoidance, and uncertain control. d) behavioral maladaptation dimensions that include lower-level constructs that are related to failure in self-regulation, self-efficacy, and academic disinterest. Martin & Marsh state that student retention is an important component in adapting to academic challenges. It can be said that academic retention is an important factor that forms the basis and foundation of learners' positive relationship with their academic life, and the ability of individuals to persevere in the face of small and large academic problems and return to the normal routine of education is an important part of their academic progress.
Retention can be related to the social context and other external factors of students, although there is evidence that personality factors can also play a role in retention (Martin & Marsh, 2009). (Among the personality factors that have been less studied are motivational factors. Therefore, the present study attempts to examine the relationship between the two motivational factors, achievement motivation and mastery goals, with academic retention, among the many motivational factors. Motivation is the main cause and factor of behavior, whether it is caused by the conditions in the environment or inferred from behavioral, physiological manifestations, and personal reports. Motivation can be defined as the force that creates, maintains, and guides behavior.