摘要：Academic buoyancy is defined as maintaining academic competence and positive adjustment against existing adversities in adolescents’ developmental path in their academic context. The present research was conducted aiming at investigating the mediatory role of positive youth development concerning the relation between students’ school climate perception and their academic buoyancy in a casual model. For this purpose, 400 female high school students of Kerman responded to the scale of school climate perception, positive youth development and Academic buoyancy. The results of the analysis of structural equations indicated that the effect of school climate perception and positive youth development on academic buoyancy is positive and significant. The effect of school climate perception on academic buoyancy is positive and significant. The indirect effect of school climate perception on academic buoyancy is positive and significant through positive youth development. Therefore, positive youth development plays a mediatory role concerning the relation between school climate perception and academic buoyancy. In addition, results indicated that 64% of the variance of academic buoyancy and 27% of the variance of positive youth development are explained by the variables exiting in the research model.
