The Longitudinal Mediating Role of Academic Buoyancy Between Academic Self-Efficacy and Academic Burnout Among Junior High School Students: A Cross-Lagged Study

This study aims to explore the longitudinal relationship between academic self-efficacy, academic buoyancy, and academic burnout among junior high school students and to reveal the potential mediating role of academic buoyancy. Using cluster sampling, a longitudinal study was conducted on 906 students (mean age = 12.48, 53.3% male) in grades 7 to 9, with three follow-up assessments conducted at four-month intervals. The assessment tools included the Academic Self-Efficacy Questionnaire, the Academic Buoyancy Scale, and the Academic Burnout Questionnaire. The results indicated the following: (1) academic self-efficacy and academic buoyancy exhibit a bidirectional relationship, meaning that academic self-efficacy is associated with increases in academic buoyancy levels four months later, and academic buoyancy also is associated with increases in academic self-efficacy four months later; (2) academic buoyancy is associated with decreases in academic burnout four months later, and academic burnout also is associated with decreases in academic buoyancy four months later; (3) academic self-efficacy is indirectly associated with decreases in academic burnout through the mediating effect of academic buoyancy. Research implications: In educational practice, a focus should be on enhancing students’ academic self-efficacy while effectively reducing academic burnout among junior high school students by fostering the psychological resource of academic buoyancy.