Academic resilience and its psychological and educational correlates: A construct validity approach

By Andrew J. Martin, Herbert W. Marsh. 2006

1,011 citations recorded by the source corpus.

Subfields: Clinical Psychology, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/a232cd41e75604fad7326216fcb03e889a46394d

How researchers see this paper

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

In Clinical Psychology

1. Andrew J. Martin
2. G. Liem
3. Paul Ginns
4. J. Pitzer
5. S. Colmar
6. Ellen A. Skinner
7. Herbert W. Marsh
8. Ali H. Al-Hoorie

In Safety Research

1. G. Liem
2. Andrew J. Martin
3. Paul Ginns
4. S. Colmar
5. Ellen A. Skinner
6. Herbert W. Marsh
7. J. Pitzer
8. H. Nejad

In Social Psychology

1. Andrew J. Martin
2. Paul Ginns
3. G. Liem
4. S. Colmar
5. Ronnel B. King
6. Herbert W. Marsh
7. Phil Hiver
8. H. Nejad

Citations in the corpus

• Brief approaches to assessing task absorption and enhanced subjective experience: Examining ‘short’ and ‘core’ flow in diverse performance domains (2008, background): “Enjoyment, participation, aspirations, and buoyancy have been shown in previous research to be psychometrically sound and valid external validity correlates of flow (Martin 2006a, 2007, 2008a; Martin and Marsh 2006, 2008a, b). Enjoyment of work, music, and sport (e.g., ‘‘I enjoy my work’’, Cronbac”
• Anxiety profiles and protective factors: A latent profile analysis in children (2018, background): “Academic buoyancy is a relatively new construct emerging from the resilience literature, and defined as the student's response to academic challenges and pressures (Martin & Marsh, 2006, 2008a, 2008b, 2009).”
• Exploring the Relationship of College Freshmen Honors Students’ Effort and Ability Attribution, Interest, and Implicit Theory of Intelligence With Perceived Ability (2010, background): “Research during the past three decades has shown a positive relationship between self-efficacy beliefs and academic performance and persistence (Martin & Marsh, 2006; Multon, Brown, & Lent, 1991; Skaalvik & Skaalvik, 2004).”
• Motivation and engagement in mathematics: a qualitative framework for teacher-student interactions (2017, positive): “Mounting evidence (e.g., Martin and Marsh 2006) points to relationships between low levels of student engagement and academic underachievement, lower participation and retention rates at school, and lower global self-esteem.”
• 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).”
• Academic buoyancy in secondary school: Exploring patterns of convergence in English, mathematics, science, and physical education (2013, neutral): “Considering past research, academic buoyancy has been primarily assessed against predictors of motivation (e.g., Martin, Colmar et al., 2010; Martin & Marsh, 2006) and academic outcomes (e.g., Martin & Marsh, 2007).”
• Adaptability: Conceptual and Empirical Perspectives on Responses to Change, Novelty and Uncertainty (2012, methodology): “Buoyancy was assessed using the Academic Buoyancy Scale (ABS; Martin & Marsh, 2006, 2008a, 2008b; Martin et al., 2010).”
• Academic resilience and academic buoyancy: multidimensional and hierarchical conceptual framing of causes, correlates and cognate constructs (2009, background): “In less dramatic circumstances, a generally low-level inability to cope academically limits one’s personal potential (Martin, 2006).”
• The Structural Relationships Between Optimism and Innovative Behavior: Understanding Potential Antecedents and Mediating Effects (2011, background): “During schooling, students may inevitably experience a feeling of helplessness because of academic setbacks or frustrations (Martin & Marsh, 2006, 2008).”