Academic buoyancy is defined as the capacity to overcome challenges that are a part of everyday academic life. The present study sought to determine the relationship between self-management strategies

Self-efficacy relates to an individual's perception of their capabilities. It has a clear self-evaluative dimension leading to high or low perceived self-efficacy. Individual differences in perceived self-efficacy have been shown to be better predictors of performance than previous achievement or ability and seem particularly important when individuals face adversity. The study investigated the nature of the association between academic self-efficacy (ASE) and academic resilience. Undergraduate student participants (N= 435) were exposed to an adverse situation case vignette describing either personal or vicarious academic adversity. ASE was measured pre-exposure and academic resilience was measured post-exposure. ASE was correlated with, and a significant predictor of, academic resilience and students exhibited greater academic resilience when responding to vicarious adversity compared to personal adversity. Identifying constructs that are related to resilience and establishing the precise nature of how such constructs influence academic resilience will assist the development of interventions aimed at promoting resilience in students.

Resilience is a psychological construct observed in some individuals that accounts for success despite adversity. Resilience reflects the ability to bounce back, to beat the odds and is considered an asset in human characteristic terms. Academic resilience contextualizes the resilience construct and reflects an increased likelihood of educational success despite adversity. The paper provides an account of the development of a new multidimensional construct measure of academic resilience. The 30 item Academic Resilience Scale (ARS-30) explores process—as opposed to outcome—aspects of resilience, providing a measure of academic resilience based on students’ specific adaptive cognitive-affective and behavioral responses to academic adversity. Findings from the study involving a sample of undergraduate students (N= 532) demonstrate that the ARS-30 has good internal reliability and construct validity. It is suggested that a measure such as the ARS-30, which is based on adaptive responses, aligns more closely with the conceptualisation of resilience and provides a valid construct measure of academic resilience relevant for research and practice in university student populations.

Most research on the effects of severe psychological stress has focused on stress-related psychopathology. Here, the author develops psychobiological models of resilience to extreme stress.An integrative model of resilience and vulnerability that encompasses the neurochemical response patterns to acute stress and the neural mechanisms mediating reward, fear conditioning and extinction, and social behavior is proposed.Eleven possible neurochemical, neuropeptide, and hormonal mediators of the psychobiological response to extreme stress were identified and related to resilience or vulnerability. The neural mechanisms of reward and motivation (hedonia, optimism, and learned helpfulness), fear responsiveness (effective behaviors despite fear), and adaptive social behavior (altruism, bonding, and teamwork) were found to be relevant to the character traits associated with resilience.The opportunity now exists to bring to bear the full power of advances in our understanding of the neurobiological basis of behavior to facilitate the discoveries needed to predict, prevent, and treat stress-related psychopathology.

Previous research has indicated that although academic buoyancy and student's achievement are associated, the relationship is relatively modest.We sought to determine whether another construct might link academic buoyancy and student's achievement. Based on prior theoretical and empirical work, we examined a sense of control as one possible linking mechanism.The study analysed data from 2,971 students attending 21 Australian high schools.We conducted a cross-lagged panel design as a first means of disentangling the relative salience of academic buoyancy, control, and achievement (Phase 1). Based upon these results, we proceeded with follow-up analyses of an ordered process model linking the constructs over time (Phase 2).Findings showed that buoyancy and achievement were associated with control over time, but not with one another (Phase 1). In addition, control appeared to play a role in how buoyancy influenced achievement and that a cyclical process may operate among the three factors over time (Phase 2).The findings suggest that control may play an important role in linking past experiences of academic buoyancy and achievement to subsequent academic buoyancy and achievement.

Abstract Routine academic events may cause stress and produce temporary elevations in blood pressure. Students who experience test anxiety may be especially prone to cardiovascular activation in response to academic stress. This study drew on self-reported stress and ambulatory blood pressure measurements provided by 99 undergraduate participants (30% men, mean age=21 years) who participated over 4 days. Posture, activity level, recent consumption and the previous same-day reading were considered as covariates in a series of hierarchical linear models. Results indicate elevations in systolic blood pressure at times of acute academic stressors; neither diastolic blood pressure nor heart rate was linked with academic stress. In addition, those participants higher in test anxiety exhibited especially pronounced elevations in systolic blood pressure during times of acute academic stress. This research suggests that everyday academic stressors are linked with temporary increases in blood pressure and that test anxiety may contribute to these elevations. Test anxiety has implications for future academic and job success, and cardiovascular responses to everyday stress may contribute to health problems later in life. Copyright 2011 John Wiley & Sons, Ltd.

Resilience is often associated with extreme trauma or overcoming extraordinary odds. This way of thinking about resilience leaves most of the ontogenetic picture a mystery. In this chapter, we put for

Resilience is often associated with extreme trauma or overcoming extraordinary odds. This way of thinking about resilience leaves most of the ontogenetic picture a mystery. In the following review we put forth the Everyday Stress Resilience Hypothesis where resilience is analyzed from a systems perspective and seen as a process of regulating everyday life stressors. Successful regulation accumulates into regulatory resilience which emerges during early development from successful coping with the inherent stress in typical interactions. These quotidian stressful events lead to activation of behavioral and physiologic systems. Stress that is effectively resolved in the short run and with reiteration over the long-term increases children's as well as adults’ capacity to cope with more intense stressors. Infants, however, lack the regulatory capacities to take on this task by themselves. Therefore, through communicative and regulatory processes during infant–adult interactions, we demonstrate that the roots of regulatory resilience originate in infants’ relationship with their caregiver and that maternal sensitivity can help or hinder the growth of resilience.

Abstract The quality of students' relationships with teachers and peers is a fundamental substrate for the development of academic engagement and achievement. This chapter offers teachers and researchers a motivational framework that explains how positive and negative student-teacher and student-peer relationships are sustained in the classroom, and strategies for creating solutions to improve relationships.

This article discusses the building blocks for a developmental psychopathology, focusing on studies of risk, competence, and protective factors. The current Project Competence studies of stress and competence are described, with particular attention to the methodology and strategies for data analysis. The authors present a 3-model approach to stress resistance in a multivariate regression framework: the compensatory, challenge, and protective factor models. These models are illustrated by selected data. In the concluding section, an evaluation of the project is offered in terms of future directions for research.

Luthar SS.

Past research into the ability of students to ‘bounce back’ from everyday academic setback (academic buoyancy) has lacked sensitivity to the contexts in which children demonstrate this behavior. Here we aimed to contextualize past findings by reporting the results of an exploratory investigation that featured: (1) repeated measurement of students' self-reported buoyancy across English, mathematics, science, and physical education; (2) measures of students' psychological appraisal as a test of external validity; (3) a novel national context (England rather than Australia). In total 260 English secondary school students aged 11–1602years completed self-report questionnaires. Students were found to hold relatively consistent views about their ability to bounce back from everyday academic setbacks (e.g., negative feedback, poor results, study stress or pressure) compared to the relatively less consistent views they held regarding the difficulty of the four school subjects as well as corresponding personal competences and effort. These results are discussed in the context of past research, the implications for interventions, and the need for further confirmatory investigations.

‘Academic resilience’ refers to a student’s capacity to overcome acute or chronic adversities that are seen as major assaults on educational processes. Although intersecting with highly vulnerable and important populations, academic resilience does not map onto the many students who are faced with setbacks, challenges and pressures that are part of more regular academic life. This, it is argued, reflects ‘academic buoyancy’ that maps onto the many students who must negotiate the ups and downs of everyday academic life as distinct from acute and chronic adversities relevant to more traditional constructions of academic resilience. Inherent in this argument, then, is a proposed hierarchical framework in which academic buoyancy is a necessary but not sufficient condition for academic resilience. Such a hierarchical framework, therefore, has the potential to speak to all students and so represents an encompassing framework that can more fully explain the nature and extent of adversities and challenges that are part of academic life. We further contend that academic resilience and academic buoyancy require multidimensional approaches to their conceptualising and measurement in order to most effectively differentiate the factors that are (and are not) components, causes, correlates and cognate to them. We conclude by proposing a number of conceptual and empirical approaches to a next generation of research into academic resilience and academic buoyancy, develop the notion of ‘leading’ and ‘lagging’ indicators of buoyancy and resilience, and identify the implications of our framework for intervention and policy in the academic domain and beyond.

Abstract Academic buoyancy has been defined as a capacity to overcome setbacks, challenges, and difficulties that are part of everyday academic life. Academic resilience has been defined as a capacity to overcome acute and/or chronic adversity that is seen as a major threat to a student educational development. This study is the first to examine the extent to which (a) academic buoyancy and academic resilience are distinct (but correlated) factors, and (b) academic buoyancy is more relevant to low-level negative outcomes (anxiety, uncertain control, failure avoidance), whereas academic resilience is more relevant to major negative outcomes (self-handicapping, disengagement). The findings, based on 918 Australian high school students from nine schools, showed that academic buoyancy and academic resilience represented distinct factors sharing approximately 35% variance. Also, academic buoyancy was more salient in negatively predicting low-level negative outcomes whereas academic resilience was more salient in negatively predicting major negative outcomes. In supplementary analyses, the effect of academic buoyancy on low-level negative outcomes tended to be direct, whereas the effect of academic buoyancy on major negative outcomes was mediated by academic resilience. Implications for practice and research are discussed.

Academic buoyancy is students' capacity to successfully overcome setback and challenge that is typical of the ordinary course of everyday academic life. It may represent an important factor on the psycho-educational landscape assisting students who experience difficulties in school and schoolwork.This study investigated the role of academic buoyancy in the achievement and cognitive, affective and behavioural engagement of (1) students with attention-deficit/hyperactivity disorder (ADHD) and (2) 'regular' (or 'general') students residing in the same classrooms and schools. The study also sought to extend prior research into academic buoyancy by including previously neglected and potentially influential factors such as personality and socio-economic status.Participants were n = 87 high school students with ADHD, n = 3374 non-ADHD peers, and n = 87 randomly drawn non-ADHD students.Survey-based data were analysed using multigroup (ADHD, non-ADHD, randomly weighted non-ADHD) multivariate (multiple independent/covariate and dependent variables) path analysis.The findings revealed a significant and positive association between academic buoyancy and outcomes for students with ADHD that generalized to non-ADHD groups. On occasion where academic buoyancy effects differed between the groups, effects favoured students with ADHD. Furthermore, academic buoyancy explained significant variance in outcomes for both groups of students after covariates (age, gender, parent education, language background, socio-economic status, personality) were entered.It is concluded that there is merit in widely promoting and fostering academic buoyancy among ADHD and non-ADHD students alike - and that academic buoyancy explains variance in outcomes beyond major intrapersonal factors such as personality, socio-economic status, ethnicity, and the like.

Academic buoyancy is students' ability to successfully deal with setbacks and challenges that are typical of academic life. The present study extends previous preliminary cross-sectional work that tentatively identified five motivational predictors of academic buoyancy - referred to as the '5Cs' of academic buoyancy: confidence (self-efficacy), coordination (planning), commitment (persistence), composure (low anxiety), and control (low uncertain control).The study seeks to more clearly ascertain the effects of motivation (and its mediating role) on academic buoyancy over and above prior academic buoyancy.The study comprised N=1,866 high school students from six schools.Longitudinal data were collected (1 year apart) and the hypothesized model exploring longitudinal effects was tested using structural equation modelling.After controlling for prior variance in academic buoyancy, the 5Cs were significant predictors of subsequent academic buoyancy. Furthermore, over and above the direct effects of prior academic buoyancy on subsequent academic buoyancy, the 5Cs significantly mediated this relationship.The study concludes with a discussion of the substantive, applied, and methodological implications for researchers and practitioners seeking to investigate and address the academic buoyancy of students who require the capacity to effectively function in an ever-challenging school environment.

Based on hypothesized reciprocal relations between psychological risk and academic buoyancy (dealing with ‘everyday’ academic setback in the ordinary course of school life), the present study used cross-lagged structural equation models to examine the relative salience of (1) prior academic buoyancy in predicting subsequent psychological risk and (2) prior psychological risk in predicting subsequent academic buoyancy. Academic buoyancy and psychological risk (academic anxiety, failure avoidance, uncertain control, emotional instability, neuroticism) measures were administered to 2971 students (11–1902years) from 21 Australian high schools at two time waves across a one-year interval. Analyses confirmed a reciprocal effects model in which psychological risk impacts academic buoyancy and academic buoyancy impacts psychological risk. The findings hold applied and conceptual implications for practitioners and researchers seeking to help students deal more effectively with adversity in school life.

Academic buoyancy is developed as a construct reflecting everyday academic resilience within a positive psychology context and is defined as students' ability to successfully deal with academic setbacks and challenges that are typical of the ordinary course of school life (e.g., poor grades, competing deadlines, exam pressure, difficult schoolwork). Data were collected from 598 students in Years 8 and 10 at five Australian high schools. Half-way through the school year and then again at the end of the year, students were asked to rate their academic buoyancy as well as a set of hypothesized predictors (self-efficacy, control, academic engagement, anxiety, teacher-tudent relationship) in the area of mathematics. Multilevel modeling found that the bulk of variance in academic buoyancy was explained at the student level. Confirmatory factor analysis and structural equation modeling showed that (a) Time 1 anxiety (negatively), self-efficacy, and academic engagement significantly predict Time 1 academic buoyancy; (b) Time 2 anxiety (negatively), self-efficacy, academic engagement, and teacher-tudent relationships explain variance in Time 2 academic buoyancy over and above that explained by academic buoyancy at Time 1; and (c) of the significant predictors, anxiety explains the bulk of variance in academic buoyancy.

We investigated academic buoyancy (a response to challenge) and adaptability (a response to change) among a sample of 12-16-year-olds in China (N02=023617) compared with same-aged youth from North America (N02=02989) and the United Kingdom (UK; N02=021182). We found that Chinese students reported higher mean levels of buoyancy and adaptability. We also found that correlations between buoyancy and adaptability, and between these two factors and motivation and engagement outcomes, were significantly higher for Chinese students than for North American and UK samples. In path analyses, buoyancy and adaptability positively and significantly predicted motivation and engagement (typically at p02<020.001) in all three regions; however, buoyancy effects were significantly stronger for the Chinese students.

The study explored the relationship between student wellbeing and academic achievement among 7–11 years old students and whether the relationship was moderated by gender and deprivation. 1081 students in Northern Ireland participated in a cross-sectional survey that captured data on academic achievement and a range of wellbeing indicators. Findings suggested the existence of an underlying wellbeing factor, which was positively related to achievement. The relationship was not moderated by gender and/or deprivation. Findings were explored using a model of ‘academic buoyancy’. There was no evidence that suggested efforts to improve achievement that focus on wellbeing should be targeted specifically at students in economically deprived areas or be modified in terms of gender.

The Model of Motivational Dynamics (MMD; Skinner and Pitzer, 2012) infers that peers influence behavioral engagement levels, which in turn is linked to coping and resilience. Scholars, however, are yet to test the MMD among an athletic population. The purpose of this paper was to assess an a priori model that included key constructs from the MMD, such as resistance to peer influence, behavioral engagement and disaffection, coping, and resilience among athletes. Three hundred and fifty-one athletes (male n = 173, female n = 178; M age = 16.15 years) completed a questionnaire that measured each construct. Our results provide support for the model. In particular, there were positive paths between resistance to peer influence and behavioral engagement, behavioral engagement and task-oriented coping, and task-oriented coping with resilience. There was also a positive path between resilience and resistance to peer influence, but a negative path from resistance to peer influence to behavioral disaffection. Due to the reported benefits of enhancing resistance to peer influence and behavioral engagement, researchers could devise sport specific interventions to maximize athletes scores in these constructs.

Academic buoyancy refers to a positive, constructive, and adaptive response to the types of challenges and setbacks experienced in a typical and everyday academic setting. In this project we examined whether academic buoyancy explained any additional variance in test anxiety over and above that explained by coping. Two hundred and ninety-eight students in their final two years of compulsory schooling completed self-report measures of academic buoyancy, coping, and test anxiety. Results suggested that buoyancy was inversely related to test anxiety and unrelated to coping. With the exception of test-irrelevant thoughts, test anxiety was positively related to avoidance coping and social support. Test-irrelevant thoughts were inversely related to task focus, unrelated to social support, and positively related to avoidance. A hierarchical regression analysis showed that academic buoyancy explained a significant additional proportion of variance in test anxiety when the variance for coping had already been accounted for. These findings suggest that academic buoyancy can be considered as a distinct construct from that of adaptive coping.

In this study we adopted a person-centred approach to examine whether students could be identified in distinct clusters on the basis of their test anxiety and academic buoyancy scores, and whether students' academic performance differed accordingly. We performed a cluster analysis on a sample of 469 secondary school students preparing for high-stakes examinations and we identified five empirically-distinct clusters. Three corresponded to a continuum of high test anxiety/low academic buoyancy, mid test anxiety/mid academic buoyancy and low test anxiety/high academic buoyancy. Two clusters corresponded to students with mid-high test anxiety and mid-high academic buoyancy. Academic performance was highest for students in clusters of low test anxiety/ high academic buoyancy or mid test anxiety/ high academic buoyancy. Performance was lowest for students in clusters of high test anxiety/ low academic buoyancy. These findings show how academic buoyancy may lower threat appraisal in some students and show a performance protective role in others.

The purpose of this study is to describe the development and validation of a scale designed to measure academic resilience in mathematics (ARM). The ARM scale includes nine items and was administered to 528 7th and 8th grade students in a low-income urban school in the United States. The Many-Facet Rasch model was used to investigate the psychometric quality of the scale. Students responded to a six-category rating scale with responses ranging from 1 (= strongly disagree) to 6 (= strongly agree). The overall reliability of person separation was good (Rel = .79), and the scale exhibited good model-data fit. The data indicated that there were no statistically significant differences in student perceptions of their academic resilience by socioeconomic status (SES) or by performance levels on a statewide-standardized mathematics assessment. There were, however, statistically significant differences in student perceptions of their academic resilience by gender and teacher-assigned grades. The ARM scale is a pr...

Determines the major sources of stress among college students. Examination of interpersonal, intrapersonal, academic and environmental sources of stress; Top five sources include change in sleeping habits, vacations/breaks and increased work load; Implications of findings in creating stress management programs.

The goal of this chapter is to present a perspective on student engagement with academic work that emphasizes its role in organizing the daily school experiences of children and youth as well as their

AbstractThis chapter presents a perspective on emotions in the classroom that emphasizes their role in organizing students' effort and commitment to academic work as well as their coping and persistence in the face of obstacles and setbacks. A developmental model of motivational resilience, based in self-determination theory, provides a foundation for identifying self- perceptions and interpersonal relationships that can act as resilience resources, focusing especially on how supportive relationships with teachers, along with authentic academic work and constructive interpretations of failure, can promote emotional investment in learning. Suggestions are made for teacher practices, with special attention to the role of teachers' own emotions and motivational needs.

How children and youth deal with academic challenges and setbacks can make a material difference to their learning and school success. Hence, it is important to investigate the factors that allow students to cope constructively. A process model focused on students’ motivational resources was used to frame a study examining whether engagement in the classroom shapes students’ academic coping, and whether coping in turn contributes to subsequent persistence on challenging tasks and learning, which then feed back into ongoing engagement. In fall and spring of the same school year, 880 children in 4th through 6th grades and their teachers completed measures of students’ engagement and disaffection in the classroom, and of their re-engagement in the face of obstacles and difficulties; students also reported on 5 adaptive and 6 maladaptive ways of academic coping; and information on a subset of students’ classroom grades was collected. Structural analyses, incorporating student-reports, teacher-reports, and their combination, indicated that the model of motivational processes was a good fit for time-ordered data from fall to spring. Multiple regressions examining each step in the process model also indicated that it was the profile of coping responses, rather than any specific individual way of coping, that was most centrally connected to changes in engagement and persistence. Taken together, findings suggest that these internal dynamics may form self-perpetuating cycles that could cement or augment the development of children’s motivational resilience and vulnerability across time.

Resilience is often associated with extreme trauma or overcoming extraordinary odds. This way of thinking about resilience leaves most of the ontogenetic picture a mystery. In the following review we put forth the Everyday Stress Resilience Hypothesis, in which resilience is analysed from a systems perspective and seen as a process of regulating everyday life stressors. Successful regulation accumulates into regulatory resilience, which emerges during early development from successful coping with the inherent stress in typical interactions. These quotidian stressful events lead to activation of behavioural and physiological systems. Stress that is effectively resolved in the short run and with reiteration over the long term increases children090005s, as well as adults090005, capacity to cope with more intense stressors. Infants, however, lack the regulatory capacities to take on this task by themselves. Therefore, through communicative and regulatory processes during infant090009adult interactions, we demonstrate that the roots of regulatory resilience originate in infants090005 relationships with their care givers and that maternal sensitivity can help or hinder the growth of resilience.

Prior research has shown personal best (PB) goals to be significantly related to students’ motivation, engagement and achievement. However, research thus far has investigated PB goals only among Western samples and it is unclear to what extent PB goals hold academic merit in the Asian context. It is also unclear whether PB goals explain variance in motivation and engagement beyond that explained by ‘classic’ performance, mastery and avoidance goals. With a sample of 3753 middle school students in China, the present study showed that mastery and PB goals explained the bulk of variance in motivation, engagement and academic buoyancy outcomes. It therefore appears that the effects of PB and ‘classic’ goals derived in Western contexts generalise to the Chinese context. Further, although correlated, mastery and PB goals explain unique variance in distinct academic outcomes such that mastery goals appear more salient in mapping onto motivation factors while PB goals appear more salient in mapping onto engagement and buoyancy factors.