Academic buoyancy: Towards an understanding of students' everyday academic resilience.

By Andrew J. Martin, Herbert W. Marsh. Journal of School Psychology, 2008

749 citations recorded by the source corpus.

Subfields: Clinical Psychology, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/afffb5b10a0c124b7181184e8345293177bf3996

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Citations in the corpus

ACADEMIC BUOYANCY (2018, methodology): “…solving and managing strategic effort are closely connected with how buoyant learners monitor their performance, adjust their appraisals of the task at hand and their expectancy for success, and adapt their behavior to work through academic adversity and challenge (Martin & Marsh, 2008a, 2009).”
Interpersonal Relationships, Motivation, Engagement, and Achievement: Yields for Theory, Current Issues, and Educational Practice (2009, neutral): “…of disadvantaged students (Battistich & Hom, 1997; Becker & Luthar, 2002), smooth educational transition (Barratt, 1998; Maehr & Midgley, 1996; Martin, 2008a), and build resilience and buoyancy (Cunningham, Brandon, & Frydenberg, 1999; Howard & Johnson, 2000; Martin & Marsh, 2006, 2008, in press).”
Exploring the relationships between academic buoyancy, academic self-concept, and academic performance: a study of mathematics and reading among primary school students (2019, methodology): “The Academic Buoyancy Scale (ABS; Martin & Marsh, 2008, 2009) was used, with the items read aloud to students to assist comprehension.”
Academic resilience and academic buoyancy: multidimensional and hierarchical conceptual framing of causes, correlates and cognate constructs (2009, background): “By proposing the concept of academic buoyancy, we (Martin & Marsh, 2008a, b) sought to bridge the gap between traditional treatments of academic resilience of acute, chronic, intense and sustained adversity experienced by the relative few (e.g., Garmezy, 1981; Luthar & Cicchetti, 2000; Werner,…”
Adaptability: How students’ responses to uncertainty and novelty predict their academic and non-academic outcomes. (2013, methodology): “Means and standard deviations are consistent with prior research (Martin, 2009; Martin & Marsh, 2008).”
Academic buoyancy in secondary school: Exploring patterns of convergence in English, mathematics, science, and physical education (2013, neutral): “This previous research has found subject-general academic buoyancy to be significantly associated with engagement, teacher-student relationships, and general school achievement (Martin & Marsh, 2008).”
Adaptability: Conceptual and Empirical Perspectives on Responses to Change, Novelty and Uncertainty (2012, methodology): “Martin and Marsh (2008a, 2008b, 2009) have defined buoyancy as individuals’ capacity to deal with adversities and difficulties that are typical of everyday school life (e.g., poor grades, competing deadlines, exam pressure, and difficult schoolwork).”
Motivation and Engagement Across the Academic Life Span (2009, methodology): “Martin and Marsh (2006, 2008a, 2008b) have shown academic buoyancy to be a factor relevant to students’ ability to deal with academic setback in the ordinary course of academic life and also have shown a variety of motivation and engagement factors to be significantly associated with such buoyancy.”
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”