Academic buoyancy and academic resilience: Exploring ‘everyday’ and ‘classic’ resilience in the face of academic adversity

By Andrew J. Martin. 2013

380 citations recorded by the source corpus.

Subfields: Applied Psychology, Clinical Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/86b73b3116d041e43b10be7bd07d18a994df8de1

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Applied Psychology

1. Shanna N. Ricketts
2. Ali H. Al-Hoorie
3. Saerom Yun
4. Mei-Lin Chang
5. G. Engelhard
6. Phil Hiver
7. Rebecca J. Collie
8. G. Liem

In Clinical Psychology

1. Andrew J. Martin
2. Paul Ginns
3. J. Pitzer
4. Rebecca J. Collie
5. Brad A Papworth
6. G. Liem
7. Ellen A. Skinner
8. S. Colmar

In Social Psychology

1. Rebecca J. Collie
2. Paul Ginns
3. Brad A Papworth
4. Andrew J. Martin
5. G. Liem
6. Kai Yu
7. Ellen A. Skinner
8. S. Colmar

Citations in the corpus

• Exploring the relationships between academic buoyancy, academic self-concept, and academic performance: a study of mathematics and reading among primary school students (2019, background): “Martin (2013) clarified the distinction between academic buoyancy and academic resilience, concluding that both are ‘distinct adversity-related constructs’, with ‘unique positive roles’ (p. 498).”
• Young people’s academic buoyancy and adaptability: a cross-cultural comparison of China with North America and the United Kingdom (2017, background): “Martin and Marsh (2009) also contend that academic buoyancy gives rise to a capacity to deal with more major academic setback and adversity and Martin (2013) has demonstrated this to be the case.”
• COVID-19 and Teachers’ Somatic Burden, Stress, and Emotional Exhaustion: Examining the Role of Principal Leadership and Workplace Buoyancy (2021, background): “When individuals have greater workplace buoyancy, this puts them in a better position to handle any major experiences of adversity because they are not overrun with the more common work-related challenges (Martin, 2013).”
• ACADEMIC BUOYANCY (2018, methodology): “Because this represents a substantial proportion of learners, it highlights the need for focused interventions that target these high-need groups (cf. Martin, 2013, 2014).”
• Predictors of changes in students’ motivational resilience over the school year (2017, background): “Situated within the work on ‘‘everyday resilience’’ and ‘‘everyday coping’’ (Martin, 2013; Martin & Marsh, 2009; Skinner & Pitzer, 2012; Wolchik & Sandler, 1997), notions of everyday motivational resilience and vulnerability refer holistically to the idea of an integrated engagement-coping-persisten”
• Adversity and resilience: A synthesis of international research (2013, background): “Martin (2013) investigated individual and school factors in his examination of the relationship between academic buoyancy, academic resilience, and negative outcomes in Australian youth.”
• Academic buoyancy and psychological risk: Exploring reciprocal relationships ☆ (2013, background): “Second, the study measured general academic buoyancy rather than subject-specific buoyancy and thus future work might focus on academic buoyancy in specific school subjects (e.g., along the lines of Malmberg, Hall, & Martin, 2013).”
• Development and Validation of a Scale to Measure Academic Resilience in Mathematics (2017, methodology): “We use this theoretical framework to build on the work of Martin and Marsh (2006, 2008, 2009) and Martin (2013).”