التأثيرات المباشرة وغير المباشرة في الاندماج الأكاديمي الناتجة عن الدعم الأسري والنهوض الأكاديمي لدى طلاب الجامعة
The current research aimed to detect the relationships between academic engagement and both family support and academic buoyancy, and to detect the impact of family support and academic buoyancy on academic engagement. In addition to validate a proposed model to predict family support (independent variable) and academic buoyancy (mediating variable) with academic engagement (dependent variable), and to detect the statistical significance of mediating academic buoyancy for the relationship between family support and academic engagement. The research sample consisted of 511 male and female students from the second and fourth years at the Faculty of Specific Education, Minia University, in the second semester of the academic year 2020-2021. It was found that there are positive correlations between academic engagement and both family support and academic buoyancy. The results of the multiple regression analysis showed that academic buoyancy is more capable than family support in predicting academic engagement and its four dimensions (behavioral, emotional, cognitive, and Agentic engagement). Structural equation model showed that there was a direct effect of family support on behavioral and emotional engagement, and a direct effect of family support on academic buoyancy was found. There was a direct, significant effect of academic buoyancy on both behavioral and cognitive engagement. By conducting a mediation analysis, it was found that family support could indirectly affect behavioral, cognitive, and emotional engagement through academic buoyancy. (Published abstract)