This study aims to explore the relationships among the perception of school counseling services (future planning, values, decision-making, and social-emotional skills), achievement motivation, and academic buoyancy among junior high school students, and to examine the potential mediating role of achievement motivation. This was a descriptive correlational study, and structural equation modeling was used to examine the relationships between variables. The statistical population of this study consisted of all junior high school students in the city of Sanandaj during the 2024-2025 academic year. A total of 450 students were selected based on Klein’s rule for structural equation modeling through a convenience sampling method. Data were collected using the following questionnaires: Academic Buoyancy (Martin & Marsh, 2008), Perception of School Counseling Services (Ohert et al., 2022), and Achievement Motivation. Data analysis was conducted using SPSS 26 and AMOS 24 software. The results revealed that the overall model fit was satisfactory. The direct effect of the subscales of the perception of school counseling services on academic buoyancy was as follows: The direct effect of the future planning, values, decision-making and achievement motivation on academic buoyancy was positive and significant, but the direct effect of the social-emotional skills on academic buoyancy was not significant. The indirect effect of future planning, values and decision-making, and social-emotional skills on academic buoyancy with the mediating role of achievement motivation was positive and significant. Based on the results of this study, improving students’ perception of school counseling services leads to enhanced achievement motivation and, consequently, improved academic buoyancy.
