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Self-Management Strategies of Life, Positive Youth Development and Academic Buoyancy: a Causal Model

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Abstract

Academic buoyancy is defined as the capacity to overcome challenges that are a part of everyday academic life. The present study sought to determine the relationship between self-management strategies of life and positive youth development with academic buoyancy. 400 female high school students completed self-management strategies of life, positive youth development, and academic buoyancy scales. Using structural equation analysis, positive youth development and self-management strategies were found to have a significant positive relationship on academic buoyancy. Self-management strategies of life indirectly positively influenced academic buoyancy through positive youth development. Therefore, positive youth development plays a mediatory role between self-management strategies and academic buoyancy. 54 % of the variance of academic buoyancy and 55 % of the variance of positive youth development are explained by the variables of positive youth development and self-management strategies, respectively.

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Authors and Affiliations

  1. Imam Reza International University, Mashhad, Iran

    Farah Bakhshaee

  2. Faculty of Psychology and Educational Sciences, Tehran University, Tehran, Iran

    Elahe Hejazi

  3. Faculty of Psychology and Educational Sciences, Allameh Tabataba’i University, Tehran, Iran

    Fariborz Dortaj

  4. Faculty of Psychology and Educational Sciences, Kharazmi University, Tehran, Iran

    Valiollah Farzad

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  1. Farah Bakhshaee
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  2. Elahe Hejazi
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  3. Fariborz Dortaj
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  4. Valiollah Farzad
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Correspondence to Farah Bakhshaee.

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Bakhshaee, F., Hejazi, E., Dortaj, F. et al. Self-Management Strategies of Life, Positive Youth Development and Academic Buoyancy: a Causal Model. Int J Ment Health Addiction 15, 339–349 (2017). https://doi.org/10.1007/s11469-016-9707-x

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