Adaptability: Conceptual and Empirical Perspectives on Responses to Change, Novelty and Uncertainty

By Andrew J. Martin, H. Nejad, S. Colmar, G. Liem. Australian Journal of Guidance and Counselling, 2012

267 citations recorded by the source corpus.

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Adaptability, engagement and academic achievement at university (2017, methodology): “As noted above, adaptability refers to cognitive, behavioural and emotions adjustments that individuals make to manage changing, novel and uncertain situations and events (Martin et al., 2012; Martin, Nejad et al., 2013).”
Young people’s academic buoyancy and adaptability: a cross-cultural comparison of China with North America and the United Kingdom (2017, background): “Given prior conceptualising linking buoyancy and adaptability to motivation and engagement (Martin & Marsh, 2009; Martin et al., 2012; Martin, Nejad, et al., 2013), as outcome measures we include three motivation factors and three engagement factors.”
Boarding School, Academic Motivation and Engagement, and Psychological Well-Being (2014, methodology): “This provides adjusted standard errors and so does not bias tests of statistical significance from clustering within schools (Muthén & Muthén, 2012).”
Adaptability: How students’ responses to uncertainty and novelty predict their academic and non-academic outcomes. (2013, methodology): “First, it extends prior correlational work that did not control for shared variance among these factors (Martin et al., 2012; thus, we gain a sense of their unique effects).”