Adaptability and Buoyancy: Investigating Their Unique Associations with Students' Wellbeing and Academic Achievement
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| Title: | Adaptability and Buoyancy: Investigating Their Unique Associations with Students' Wellbeing and Academic Achievement |
|---|---|
| Language: | English |
| Authors: | Helena Granziera (ORCID |
| Source: | Educational Psychology. 2024 44(9-10):927-945. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Well Being, Academic Achievement, Secondary School Students, Burnout, Foreign Countries, Emotional Adjustment, Correlation, Social Adjustment, Resilience (Psychology), Affective Measures, Achievement Tests, Gender Differences, Factor Analysis |
| Geographic Terms: | Australia |
| Assessment and Survey Identifiers: | Positive and Negative Affect Schedule |
| DOI: | 10.1080/01443410.2024.2418637 |
| ISSN: | 0144-3410 1469-5820 |
| Abstract: | Adaptability (the capacity to respond to uncertainty, change, and novelty) and buoyancy (the ability to respond to everyday and low-level adversity) have emerged as personal attributes that appear to play an important role in students' adaptive responses in an academic setting. However, the extent to which these capacities are associated with students' emotional exhaustion and positive affect, and the potential process through which these indicators are associated with academic achievement has been comparatively underexplored. Accordingly, the present study sought to examine the associations between adaptability and buoyancy (personal resources), emotional exhaustion and positive affect and academic achievement in a sample of 414 Australian secondary school students. Exploratory structural equation modelling revealed that that adaptability and buoyancy were significantly associated with the emotional exhaustion and positive affect in unique and distinct ways. Taken together, the results highlight the non-intersecting function of adaptability and buoyancy in students' emotional exhaustion and positive affect and the distinct links between these factors and academic achievement. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1454894 |
| Database: | ERIC |
| Abstract: | Adaptability (the capacity to respond to uncertainty, change, and novelty) and buoyancy (the ability to respond to everyday and low-level adversity) have emerged as personal attributes that appear to play an important role in students' adaptive responses in an academic setting. However, the extent to which these capacities are associated with students' emotional exhaustion and positive affect, and the potential process through which these indicators are associated with academic achievement has been comparatively underexplored. Accordingly, the present study sought to examine the associations between adaptability and buoyancy (personal resources), emotional exhaustion and positive affect and academic achievement in a sample of 414 Australian secondary school students. Exploratory structural equation modelling revealed that that adaptability and buoyancy were significantly associated with the emotional exhaustion and positive affect in unique and distinct ways. Taken together, the results highlight the non-intersecting function of adaptability and buoyancy in students' emotional exhaustion and positive affect and the distinct links between these factors and academic achievement. |
|---|---|
| ISSN: | 0144-3410 1469-5820 |
| DOI: | 10.1080/01443410.2024.2418637 |
