Examining the Academic Buoyancy and Learning Motivation among First-Year Undergraduates in Chemistry-Related Majors: Chain Mediating Role of Perceived Parenting Style and Life Satisfaction

Academic buoyancy is the ability to successfully cope with academic setbacks and pressures. With the increasing academic pressure on university students, understanding how they maintain learning motivation has become a central concern in educational research. This study investigated the academic buoyancy and learning motivation among first-year undergraduates in chemistry-related majors, with perceived parenting style and life satisfaction serving as mediating variables. The results revealed that perceived parenting style and life satisfaction played a sequential mediating role in the relationship between academic buoyancy and learning motivation. This chain mediation model was supported in both intrinsic and extrinsic motivation models, while in the amotivation model, only the direct effect of academic buoyancy on amotivation was validated.