Work

The Dynamics of Academic Buoyancy: The Impact of Amotivation and Teacher Support in Middle School

Year: 2026

Type: article

Abstract: ABSTRACT This study examines the impact of amotivation and perceived teacher support on academic buoyancy and explores their interactions. A correlational research model was used in a prediction design to survey 459 participants from various middle schools in Turkey. The findings indicate a negative relationship between academic amotivation and buoyancy. The multigroup analysis results indicate a positive relationship in the boy subsample and a negative one in the girl subsample. According to the result, there were positive relationships between academic amotivation and perceived teacher support factors. Of the teacher support factors, only the relationship between relatedness support and academic buoyancy is significant. Additionally, only the mediating role of perceived relatedness support in the relationship between academic amotivation and academic buoyancy is significant. The results indicate that the relationship between teacher support and academic buoyancy and the mediating effect of teacher support differed across gender subsamples. Therefore, this study emphasizes the need for gender‐specific support strategies and the importance of establishing inclusive and supportive learning environments.

Source: European Journal of Education

DOI: 10.1111/ejed.70697

Authors: Gökhan Izgar, İlhan İlter, Mustafa Saritepeci

Institutions: Necmettin Erbakan University, Kahramanmaraş Sütçü İmam University

Language: English

Topic: Education, Achievement, and Giftedness

Subfield: Experimental and Cognitive Psychology

Field: Psychology

Domain: Social Sciences

SDG: Quality education

Open Access status: hybrid

Estimated APC paid: $3,350