Structural Model of Mediating Role of Academic Engagement and Academic Hope in the Relationship between External Development Assets and Students’ Academic Buoyancy

The purpose of this research was to investigate the mediating role of academic engagement and educational hope in the relationship between external transformational capital and academic persistence. The current research is part of applied research in terms of its purpose and correlational studies in terms of method. The research population of all sixth-grade females in Mashhad city during the academic year of 2021-2022, and 471 people were selected using stratified random sampling. The research tools included academic engagement scale (AEQ), educational hope (AHS), transformative capital (DAS), and academic buoyancy (ABS). Structural modeling was implemented with SPSS-22 and Amos-24 software to conduct data analysis. The results indicated that the coefficient of the direct path of transformational capital to academic engagement and promise to study, respectively, β=0.469 and β=0.791, is statistically significant at the 0.01% level. The coefficient of the direct path of academic buoyancy to academic engagement, academic participation to academic buoyancy, and educational promise to academic buoyancy is not statistically significant. The indirect impact of transformational capital on academic buoyancy through academic engagement and hope to study is not significant. The research results indicate that the hypothetical model does not have a good fit, and the variables of academic involvement and aspiration to study do not serve as mediators between external transformational capital and academic buoyancy.