Academic resilience and academic buoyancy: multidimensional and hierarchical conceptual framing of causes, correlates and cognate constructs

By Andrew J. Martin, Herbert W. Marsh. 2009

476 citations recorded by the source corpus.

Subfields: Clinical Psychology, Developmental and Educational Psychology, Safety Research

View Paper: https://www.semanticscholar.org/paper/e283c9d99f6e069078ef75aed672c451bb2d3ca7

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. Ellen A. Skinner
3. J. Pitzer
4. Rebecca J. Collie
5. Paul Ginns
6. G. Liem
7. Brad A Papworth
8. Joel S. Steele

In Developmental and Educational Psychology

1. G. Liem
2. Ellen A. Skinner
3. S. Colmar
4. J. Pitzer
5. Shanna N. Ricketts
6. P. Connolly
7. Mei-Lin Chang
8. G. Engelhard

In Safety Research

1. Paul Ginns
2. G. Liem
3. Brad A Papworth
4. Ellen A. Skinner
5. Rebecca J. Collie
6. S. Colmar
7. J. Pitzer
8. Lars-Erik Malmberg

Citations in the corpus

• Academic buoyancy and psychological risk: Exploring reciprocal relationships ☆ (2013, background): “…as students' capacity to successfully overcome setbacks and challenges that are typical of the ordinary course of everyday academic life (e.g., poor performance, competing deadlines, performance pressure, difficult tasks; Martin & Marsh, 2009; Putwain, Connors, Symes, & Douglas-Osborn, 2012).”
• The Influence of Teacher and Peer Relationships on Students’ Classroom Engagement and Everyday Motivational Resilience (2014, background): “Students can draw on these resources when they encounter difficulties, coping constructively, reengaging with challenging academic tasks, and in general developing everyday motivational resilience (Martin & Marsh, 2009; Skinner & Pitzer, 2012).”
• Developmental Dynamics of Student Engagement, Coping, and Everyday Resilience (2012, background): “As studied under the name “everyday resilience” or “academic buoyancy” (Martin & Marsh, 2006, 2008a, 2008b, 2009 ) , these processes refer to resources students can access to help them bounce back from setbacks and failures, and allow them to constructively reengage with challenging academic tasks…”
• Exploring the relationships between academic buoyancy, academic self-concept, and academic performance: a study of mathematics and reading among primary school students (2019, methodology): “With respect to academic buoyancy intervention, Morales (2000; see also Martin & Marsh, 2009) has proposed a resilience cycle that is aimed at sustaining each individual student’s ability to deal with risk on an ongoing basis.”
• ACADEMIC BUOYANCY (2018, background): “…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).”
• Wellbeing, academic buoyancy and educational achievement in primary school students (2013, methodology): “The differing aspects that have been reported to constitute wellbeing have also been synthesised into a framework that articulates them together through the notion of ‘academic buoyancy’ (Martin & Marsh, 2008; 2009).”
• Academic buoyancy and academic resilience: Exploring ‘everyday’ and ‘classic’ resilience in the face of academic adversity (2013, background): “Previous theoretical work has suggested a distinction between ‘everyday’ academic resilience and ‘classic’ academic resilience (Martin & Marsh, 2009).”
• Adaptability, engagement and academic achievement at university (2017, background): “…that are concerned with individuals’ responses to adversity such as coping (Lazarus & Folkman, 1984), resilience (Howard & Johnson, 2000) and buoyancy (Martin & Marsh, 2009; Putwain, Connors, Symes, & douglas-osborn, 2012). of note, adaptability has been linked with important outcomes in research.”
• 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).”
• Boarding School, Academic Motivation and Engagement, and Psychological Well-Being (2014, background): “Of particular interest is students’ ‘‘everyday’’ academic resilience, referred to as academic buoyancy (Martin & Marsh, 2009).”