The Direct and Indirect Effects of Academic Emotion Regulation Strategies, Self-Directed Learning, and Academic Buoyancy among Secondary School Female Students in Makkah

Abstract

The present study aimed to examine the levels of academic emotion regulation strategies, self-directed learning, and academic Buoyancy, as well as the differences in these variables according to grade level, and to explore the direct and indirect effects of academic emotion regulation strategies and self-directed learning on academic Buoyancy among secondary school female students in Makkah. The study employed the descriptive correlational method (predictive/comparative). The sample consisted of 294 secondary school female students. The following instruments were administered: the Academic Emotion Regulation Strategies Scale (Burić et al., 2016), the Self-Directed Learning Scale (Lounsbury et al., 2009), and the Academic Buoyancy Scale (Martin & Marsh, 2008) translated by the researcher. The results indicated that the levels of academic emotion regulation strategies among the students were generally moderate, while the level of self-directed learning and and academic Buoyancy was high. No statistically significant differences were found in academic emotion regulation strategies across the three grade levels. However, significant differences were observed in both self-directed learning and academic Buoyancy in favor of higher grades (second and third). Path analysis results revealed that the best-fit model assumes that academic emotion regulation strategies have a direct effect on academic Buoyancy, as well as an indirect effect through self-directed learning as a mediating variable. All fit indices were optimal, supporting the validity of the model, it showed self-directed learning was found to have a strong direct effect on academic Buoyancy, confirming its mediating role