Academic buoyancy and psychological risk: Exploring reciprocal relationships ☆
By Andrew J. Martin, Paul Ginns, Marc A. Brackett, Lars-Erik Malmberg, J. Hall. 2013
111 citations recorded by the source corpus.
Subfields: Experimental and Cognitive Psychology, Social Psychology
View Paper: https://www.semanticscholar.org/paper/dc73c8af0bcef718e41ceb6fbe7be969fb5de3a0
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Experimental and Cognitive Psychology
- D. Putwain
- Peter Wood
- Phil Hiver
- Reinhard Pekrun
- Ali H. Al-Hoorie
- Saerom Yun
- Thomas Goetz
- A. Frenzel
In Social Psychology
- D. Putwain
- Peter Wood
- Phil Hiver
- Reinhard Pekrun
- Ali H. Al-Hoorie
- Saerom Yun
- Thomas Goetz
- A. Frenzel
Citations in the corpus
- ACADEMIC BUOYANCY (2018, background): “…subjects who have higher levels of buoyancy are significantly more engaged and have better academic outcomes overall, and this effect remains robust even for individuals identified as having moderate learning disabilities (Martin, 2014; Martin et al., 2013; Martin, Yu, Ginns, & Papworth, 2017).”
- Achievement emotions and academic achievement: Reciprocal relations and the moderating influence of academic buoyancy. (2020, background): “…that higher domain general academic buoyancy is related to adaptive educational outcomes in secondary school students (e.g., Malmberg et al., 2013; Martin et al., 2013) including higher positive, and lower negative, achievement emotions in primary and secondary school students (e.g., Hirvonen et…”