The Relationship between Teacher–Student Interaction and Academic Buoyancy with the Mediating Role of Academic Self-Efficacy among Elementary School Students in Tabas County
Keywords:
Teacher–student interaction, Academic buoyancy, Academic self-efficacy, Elementary students, Structural equation modelingAbstract
Abstract
This study aimed to examine the relationship between teacher–student interaction and academic buoyancy with the mediating role of academic self-efficacy among sixth-grade elementary school students in Tabas County. This basic descriptive-correlational study was conducted among male and female sixth-grade students studying in public and private elementary schools of Tabas County during the second semester of the 2024–2025 academic year. The final sample consisted of 211 students selected through multistage cluster sampling. Data were collected using the Teacher–Student Interaction Questionnaire, the Academic Self-Efficacy Questionnaire, and the Academic Buoyancy Questionnaire. Data analysis was performed using SPSS version 26 and SmartPLS through descriptive statistics, correlation analysis, and structural equation modeling. The inferential findings showed that positive teacher–student interaction had a significant direct effect on academic buoyancy (β = 0.288, T = 3.725). Positive teacher–student interaction also significantly predicted academic self-efficacy (β = 0.204, T = 2.797). Academic self-efficacy had a significant direct effect on academic buoyancy (β = 0.455, T = 7.693). However, the effect of negative teacher–student interaction on academic buoyancy was not significant (β = 0.020, T = 0.239). Mediation analysis indicated that academic self-efficacy significantly mediated the relationship between positive teacher–student interaction and academic buoyancy (T = 2.628). The findings indicated that positive teacher–student interaction can enhance students’ academic buoyancy by strengthening academic self-efficacy. Therefore, improving teacher–student relationships and reinforcing students’ self-efficacy beliefs should be considered in elementary school educational and counseling programs.
Downloads
References
AltintaŞ, H., Demirtaş, Z., & Vural, Ö. F. (2023). An Examination of Women Thinkers Who Have Contributed Sociologically, Psychologically or Philosophically to Educational Programs From a Feminist Perspective. The Universal Academic Research Journal, 5(3), 129-138. https://doi.org/10.55236/tuara.1328263
Azzahra, F., Permana, H., Fitriani, L., Putri, R. M., & Wulandari, S. (2022). Approaches and Models Development of 2013 Curriculum and Merdeka Curriculum. Curricula Journal of Curriculum Development, 1(2), 189-204. https://doi.org/10.17509/curricula.v1i2.52034
Bolat, A., & Karamustafaoğlu, S. (2023). The Effect of Question Preparation Training Program That Measures Higher Order Thinking Skills on the Self-Efficiency of Science Teachers. International E-Journal of Educational Studies, 7(15), 568-583. https://doi.org/10.31458/iejes.1314305
Dickson, S. M., Alabere, I., & Okechukwu, I. P. (2024). Web Technology Skills Acquisition by Computer Science Students at Polytechnics in Akwa Ibom State, Nigeria. Journal of Digital Learning and Distance Education, 2(11), 809-818. https://doi.org/10.56778/jdlde.v2i11.229
Factors Affecting Curriculum Implementation in Post Conflict Somali Primary Education. (2023). Journal of Education, 6(3), 23-43. https://doi.org/10.53819/81018102t30111
Fatoni, M. H., Santoso, B., Syarifuddin, H., & Hanani, H. (2024). Models and Implementation of Curriculum Development in Schools. Journal Of International Multidisciplinary Research, 2(6), 280-292. https://doi.org/10.62504/jimr577
Hidayat, T. (2023). Development of Local Content Curriculum Based on Pesantren Tahfīẓ in Mts. Al-Fathimiyah Banjarwati. At-Turats, 17(1), 38-48. https://doi.org/10.24260/at-turats.v17i1.2416
Huang, H., & Kou, H. (2025). Learning Agility, Self-Efficacy, and Resilience as Pathways to Mental Health in Higher Education: Insights From a Mixed-Methods Study. Frontiers in psychology, 16. https://doi.org/10.3389/fpsyg.2025.1528066
Javdan, M., & Montaseri, P. (2021). Comparison of School Connectedness, Adjustment and Academic Buoyancy in Iranian and Afghan Elementary Students. Iranian Evolutionary Educational Psychology Journal, 3(4), 596-605. https://doi.org/10.52547/ieepj.3.4.596
Júnia de Carvalho Fidelis, B., Martins, A. C. S., & Racilan, M. (2022). Emoji Use in Whatsapp Interactions. Revista Linguagem & Ensino, 25(especial), 60-79. https://doi.org/10.15210/10.15210/rle.v25especial.4410
Kauts, D. S., & Kauts, A. (2021). Effect of Taba's Inductive Thinking Model on Achievement in Science and Creative Thinking in Relation to Intelligence of Students at Secondary School Stage. Mier Journal of Educational Studies Trends & Practices, 151-166. https://doi.org/10.52634/mier/2020/v10/i2/1347
Kaviani, K. (2023). Adapting the Concept Attainment Strategy to Teach Math. Journal of International Education and Practice, 6(1), 21. https://doi.org/10.30564/jiep.v6i1.5404
Kumari, U. (2024). Instruction in Strategic Thinking. Knowledgeable Research A Multidisciplinary Journal, 2(09), 26-31. https://doi.org/10.57067/xp6he564
Lei, W., Wang, X., Dai, D. Y., Guo, X., Xiang, S., & Hu, W. (2022). Academic Self‐efficacy and Academic Performance Among High School Students: A Moderated Mediation Model of Academic Buoyancy and Social Support. Psychology in the Schools, 59(5), 885-899. https://doi.org/10.1002/pits.22653
Lei, W., Zhang, H., Deng, W., Wang, H., Shao, F., & Hu, W. (2021). Academic Self-Efficacy and Test Anxiety in High School Students: A Conditional Process Model of Academic Buoyancy and Peer Support. School Psychology International, 42(6), 616-637. https://doi.org/10.1177/01430343211039265
Manshuruddin, M., & Rangkuti, C. (2023). Islamic Boarding School-Based Madrasah Curriculum Development Design at Madrasah Aliyah Mizanul Kubro Binjai. Indonesian Journal of Contemporary Multidisciplinary Research, 2(2), 239-252. https://doi.org/10.55927/modern.v2i2.3562
Markus, L. (2022). A Needs Analysis Study in Developing Quantum Physics Instructional Module for Secondary School With an Integrated Stem Education Approach. Borneo International Journal of Education (Bije), 3. https://doi.org/10.51200/bije.v3i.4113
Maryono, G. D., & Emilia, E. (2022). An Analysis of International Baccalaureate – English Language Curriculum for Middle Year Program. Parole Journal of Linguistics and Education, 12(1), 69-80. https://doi.org/10.14710/parole.v12i1.69-80
Mazowiecki-Kocyk, P. (2021). A Journey From Content to Concept Teaching in a Biology Classroom, in the Context of Blended Learning. The American Biology Teacher, 83(7), 436-440. https://doi.org/10.1525/abt.2021.83.7.436
Mohammed, A. A. (2024). Ghana’s Free Senior High School Policy Within the Spectrum of the Focal Points of Curriculum Development. International Journal of Social Science Research and Review, 7(9), 58-69. https://doi.org/10.47814/ijssrr.v7i9.2201
Muhammadin, A., & Pamungkas, S. (2024). School Literacy Program Against Merdeka Thinking to Strengthen the Humanistic Learning Process at the Elementary School Level. Joese, 227-232. https://doi.org/10.62966/joese.v2i2.459
Muhammed, S. A. (2022). Parents’ Involvement in Early Childhood Education Curriculum Development: A Case of Kaskazini ‘A’ District in Zanzibar. East African Journal of Education and Social Sciences, 3(5). https://doi.org/10.46606/https://doi.org/10.46606/eajess2022v03i05.0214
Nasir, M. (2020). Curriculum Characteristics of Madrasah Aliyah in East Kalimantan. Dinamika Ilmu, 95-105. https://doi.org/10.21093/di.v20i1.2215
Pendl, D., Maitz, K., & Gasteiger‐Klicpera, B. (2023). Examining the Relationship Between Health Literacy and Individual and Sociodemographic Factors in Secondary School Students. Journal of Public Health, 32(3), 531-542. https://doi.org/10.1007/s10389-023-01836-1
Portillo, E., Look, K. A., Mott, D. A., Breslow, R. M., Kieser, M., & Gallimore, C. E. (2020). Intentional Application of the Taba Curriculum Model to Develop a Rural Pharmacy Practice Course. Innovations in Pharmacy, 11(1), 21. https://doi.org/10.24926/iip.v11i1.2089
Puddin, A., Ibrahim, a., & Ismail, M. F. (2023). Discovering Competency's Elements in the Affective Domain of a Sustainable Co-Curricular Syllabus. International Journal of Sustainable Construction Engineering Technology, 14(2). https://doi.org/10.30880/ijscet.2023.14.02.023
Putri, E. S., & Kardena, A. (2022). Curriculum Approach Used in Teaching English : A Case Study. Jades Journal of Academia in English Education, 3(2), 236-251. https://doi.org/10.32505/jades.v3i2.4642
Robins, J. H., Sanguras, L. Y., & Carpenter, A. Y. (2023). Development of an Online, Culturally Responsive, Accelerated Language Arts Curriculum for Middle School Students. Gifted Child Today, 46(3), 168-179. https://doi.org/10.1177/10762175231168445
Rüütmann, T. (2022). Reinforcement of Engineering Pedagogical Competencies of Engineering Faculty Members and Doctoral Students. 722-734. https://doi.org/10.15405/epsbs.2022.02.90
Safara, M., & Rafiee, S. (2020). The Effectiveness of Empathy Training on Social Adjustment and School Belonging in Elementary Sixth-Grade Students. Iranian Evolutionary Educational Psychology Journal, 2(1), 71-80. https://doi.org/10.29252/ieepj.2.1.71
Sezer, F., & Gürsoy, F. (2025). Investigation of the Effect of Interactive Sibling Education Program on Sibling Relations of Typical Developing Children and Children With Autism. https://doi.org/10.21203/rs.3.rs-6614589/v1
Shaikh, N., & Alwi, S. K. K. (2022). Perceptions of ELT Teachers About B.Ed. English Language Curriculum Regarding the Development of Students' Speaking and Writing Skills. Global Educational Studies Review, VII(II), 229-241. https://doi.org/10.31703/gesr.2022(vii-ii).22
Shirkavand, N., Fooladi, A., arabsalari, z., & Ashoori, J. (2023). The Effect of Academic Buoyancy Education on Academic Self-Concept and Engagement in Ninth Grade Male Students. Ijecs, 4(1), 12-20. https://doi.org/10.61838/kman.ijecs.4.1.2
Sunuwar, Y. (2023). Practices of Local Curriculum at School Level in Jhapa District: A Review. Kanakai Journal, 3(1), 1-18. https://doi.org/10.3126/kj.v3i1.65834
Waiyawak, P. (2023). Development of the Online Nora Dance Training Curriculum. Parichart Journal Thaksin University, 36(1), 198-212. https://doi.org/10.55164/pactj.v36i1.259317
Zhi, R., Wang, Y., & Derakhshan, A. (2023). On the Role of Academic Buoyancy and Self-Efficacy in Predicting Teachers’ Work Engagement: A Case of Chinese English as a Foreign Language Teachers. Perceptual and Motor Skills, 131(2), 612-629. https://doi.org/10.1177/00315125231222398
Downloads
Published
Issue
Section
License
Copyright (c) 1404 سهیلا صمدی (نویسنده); هادی طالب زاده ثانی (نویسنده مسئول)
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
