Introduction and Problem Statement

Academic buoyancy is a key component of academic success, referring to students' ability to sustain their educational efforts in the face of everyday challenges and setbacks. It is closely linked to motivational, emotional, and environmental factors. Alongside this, subjective well-being—which encompasses individuals' cognitive and emotional evaluations of their life quality—has received considerable attention in recent psychological research. Numerous studies have shown that internal factors such as self-determination play a significant role in enhancing both academic buoyancy and subjective well-being. Deci and Ryan's self-determination theory identifies three basic psychological needs: autonomy, competence, and relatedness. When these needs are satisfied, they promote intrinsic motivation, persistence, and mental health.

Research Objectives and Hypotheses

The aim of this study is to investigate the effectiveness of an educational package based on Deci and Ryan’s self-determination theory on academic buoyancy and subjective well-being among lower secondary school students in Mashhad.

Hypotheses:

1. Education based on self-determination theory increases academic buoyancy.

2. Education based on self-determination theory increases subjective well-being.

Significance and Rationale

Given the scarcity of intervention studies that address both academic buoyancy and subjective well-being simultaneously, this research may contribute to the development of effective educational programs aimed at reducing academic decline and enhancing mental health.

Method

This study employs a quasi-experimental design with a pretest-posttest control group structure.