Razi University

  Academic buoyancy is an essential component of students’ adaptation to the pressures, obstacles, and demands of the university environment, which is influenced by personal, familial, and social factors. Perceived social support and family affective climate can foster feelings of security, belongingness, self-worth, and access to supportive resources, thereby providing the foundation for utilizing adaptive cognitive emotion regulation strategies and sustaining academic persistence. Nevertheless, the concurrent role of these variables and the mechanisms of their direct and indirect effects on academic buoyancy, particularly through the mediating role of cognitive emotion regulation, warrant further investigation. The present study aimed to examine the structural equation modeling of academic buoyancy based on perceived social support and family affective climate, with the mediating role of cognitive emotion regulation among students at Razi University of Kermanshah. In terms of purpose, this was basic-applied research, and methodologically, it employed a descriptive cross-sectional correlational design using a structural equation modeling (SEM) approach. The target population comprised male and female students of Razi University during the 2025–2026 academic year. From 250 collected questionnaires, after removing 9 invalid cases (due to Mahalanobis outlier criteria), data from 241 students selected via convenience sampling online were analyzed. Data collection instruments included the Academic Buoyancy Questionnaire (Dehghanizadeh & Hoseinchari, 2012), the Multidimensional Scale of Perceived Social Support (Zimet et al., 1988), the Family Affective Climate Questionnaire (Hillburn, 1964), and the Cognitive Emotion Regulation Questionnaire-Short Form (Garnefski & Kraaij, 2006). Data were analyzed using   -26 and AMOS-24 via structural equation modeling, and indirect effects were tested using bootstrapping with 5,000 resamples. The results revealed that perceived social support had a statistically significant direct and positive effect on academic buoyancy (?=0.17). The direct effect of family affective climate on academic buoyancy was positive but non-significant (?=0.10). Perceived social support positively predicted adaptive cognitive emotion regulation strategies (?=0.27) and negatively predicted maladaptive strategies (?=?0.18). Similarly, family affective climate had a positive effect on adaptive strategies (?=0.29) and a negative effect on maladaptive strategies (?=?0.26). Furthermore, adaptive cognitive emotion regulation strategies exerted a direct positive effect (?=0.36), whereas maladaptive strategies showed a direct negative effect (?=?0.21) on academic buoyancy. The indirect effect of perceived social support on academic buoyancy through adaptive strategies was 0.100.10 and through maladaptive strategies was 0.040.04. Additionally, the indirect effect of family affective climate on academic buoyancy through adaptive strategies was 0.100.10 and through maladaptive strategies was 0.050.05. Model fit indices—including the chi-square to degrees of freedom ratio (?2/df=2.14), Comparative Fit Index (CFI=0.95), Normed Fit Index (NFI=0.92), Tucker–Lewis Index (TLI=0.94), Incremental Fit Index (IFI=0.95), and Root Mean Square Error of Approximation (RMSEA=0.058)—indicated an acceptable and good fit for the hypothesized model. Overall, the findings demonstrate that cognitive emotion regulation serves as a full mediator in the relationship between family affective climate and academic buoyancy, and as a partial mediator in the relationship between perceived social support and academic buoyancy.