In Iran, a large number of adolescents compete every year to enter university, given the better job opportunities that may exist after graduation. The hope of having more education affects students’ academic engagement. The purpose of this study was to investigate the relationship between academic hope and academic engagement with the mediating role of academic buoyancy, using the Academic Hope Scale, Academic Buoyancy Scale, and Academic Engagement Scale. The participants in the study were 353 Iranian students in the last year of high school who had applied to enter university in 2019. Data were analysed using structural equation modelling procedures. The results showed that there was a direct significant relationship between academic hope (p ≤ .01, β = 0.19) and academic buoyancy (p ≤ .01, β = 0.25) with academic engagement. There was a direct and significant relationship between academic hope and academic buoyancy (p ≤ .01, β = 0.33). And academic buoyancy partially mediated the relationship between academic hope and academic engagement. The discussion concerns the potential benefits of implementing interventions designed to enhance academic hope to increase learners’ academic engagement.

在伊朗，鉴于毕业后可能存在更好的工作机会，每年都有大量青少年竞争进入大学。接受更多教育的希望会影响学生的学术参与度。本研究的目的是使用学业希望量表、学业浮力量表和学业参与量表，调查学业希望和学业投入与学业浮力的中介作用之间的关系。该研究的参与者是 353 名在 2019 年申请进入大学的高中最后一年的伊朗学生。使用结构方程建模程序分析数据。结果表明，学业希望（p≤.01，β=0.19）与学业活跃度（p≤ .01, β = 0.25) 与学术参与。学业希望与学业活跃度之间存在直接且显着的关系（p ≤ .01，β = 0.33）。学业活跃度在学业希望与学业投入之间起部分中介作用。讨论涉及实施旨在增强学术希望以增加学习者学术参与度的干预措施的潜在好处。