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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.
Izgar et al. (Wed,) studied this question.