The Mediating Effect of Academic Buoyancy on the Causal Chains of Online Learning Readiness, Academic Motivation, and Academic Performance

Abstract

This study aimed to assess students' readiness for online learning, academic motivation, academic buoyancy, academic performance, and these constructs’ direct, indirect, and mediation effects. It employed multivariate statistical analysis using structural equation modeling, specifically confirmatory factor analysis and path analysis. It utilized the descriptive method to assess the respondents’ profile, levels of online learning readiness, academic motivation, academic buoyancy, and academic performance during the 2021–2022 school year. Data were gathered by administering adapted Likert scales: Online Learning Readiness Scale, Academic Motivation Scale, and Academic Buoyancy Scale. Furthermore, the fit, construct reliability, convergent, and discriminant validities of the measurement models were assessed using confirmatory factor analysis. Results revealed that the respondents have high levels across all sub-constructs of online learning readiness, academic motivation, and academic buoyancy. Moreover, path analysis established a significant direct effect of OLR of students on academic buoyancy and motivation and a significant indirect effect on academic motivation and academic performance via the mediating variable of academic buoyancy. The significant mediating effect of academic buoyancy puts forward issues on students’ capability to overcome difficulties and challenges that affect their academic performance. Hence, a campus-based program is strategically proposed to enhance students’ confidence, control, commitment, and communication.