Do clusters of test anxiety and academic buoyancy differentially predict academic performance

By D. Putwain, A. Daly. 2013

128 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/a76dc2e27397623ea211f65435ed8f304e77d9c4

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

In Experimental and Cognitive Psychology

1. Paul Ginns
2. Brad A Papworth
3. Kai Yu
4. D. Putwain
5. Phil Hiver
6. Andrew J. Martin
7. A. Daly
8. Ali H. Al-Hoorie

In Social Psychology

1. Paul Ginns
2. Brad A Papworth
3. Phil Hiver
4. Kai Yu
5. Ali H. Al-Hoorie
6. Saerom Yun
7. A. Daly
8. D. Putwain

Citations in the corpus

• ACADEMIC BUOYANCY (2018, background): “…and test-taking anxiety) buoyancy is distinct from other qualities that enable an individual to adapt and function productively, such as coping and dispositional optimism (Putwain & Daly, 2013; Putwain, Connors, Symes, & Douglas-Osborn, 2012; Putwain, Daly, Chamberlain, & Sadreddini, 2016).”
• Young people’s academic buoyancy and adaptability: a cross-cultural comparison of China with North America and the United Kingdom (2017, background): “…these constructs among Australian samples in the case of adaptability (Martin et al., 2012; Martin, Nejad, et al., 2013) and in Australia and the UK in the case of academic buoyancy (Malmberg, hall, et al., 2013; Martin & Marsh, 2008a, 2008b, 2009; Putwain et al., 2012, 2014; Putwain & daly, 2013).”
• The influence of negative affect on test anxiety and academic performance: An examination of the tripartite model of emotions (2017, unknown): “…on performance include the students' achievement goals and motivation (Pekrun, Cusack, Murayama, Elliot, & Thomas, 2014; Putwain, Woods, & Symes, 2010), procrastination (Cassady & Johnson, 2002), coping style and resilience to academic stress (Putwain & Daly, 2013; Struthers, Perry, & Menec, 2000).”
• Test anxiety prevalence and gender differences in a sample of English secondary school students (2014, background): “Some high test anxious students, for instance, might be able to withstand the pressures of testing (Putwain and Daly 2013) or become proficient in ways of calming themselves (Pekrun and Stephens 2009; Tyson, Linnenbrink-Garcia, and Hill 2009).”