STRENGTH-BASED PARENTING AND SELF-EFFICACY PREDICTING ACADEMIC BUOYANCY AMONG HIGH SCHOOL STUDENTS

Abstract

Everyday hassles are common experiences encountered by high school students and may influence their learning motivation and psychological well-being. Therefore, students require the ability to effectively cope with various everyday hassles, known as academic buoyancy. This study aims to examine the role of strength-based parenting and general self-efficacy in predicting academic buoyancy among high school students. This study employed a quantitative approach with a cross-sectional design. The participants consisted of 302 high school students selected using a quota sampling technique. Data were collected through self-report questionnaires consisting of the Academic Buoyancy Scale (ABS), the General Self-Efficacy Scale (GSE), and the Strength-Based Parenting Scale (SBPS). Data analysis was conducted using hierarchical regression to examine the contribution of each predictor variable to academic buoyancy. The results showed that strength-based parenting significantly predicted academic buoyancy. When general self-efficacy was included in the regression model, the explanatory power of the model in predicting academic buoyancy increased significantly. Both variables were found to have a positive and significant relationship with academic buoyancy. These findings indicate that parental support that focuses on children's strengths and students’ beliefs in their own abilities are important factors in helping students cope with everyday academic challenges.