Journal
LEARNING AND INDIVIDUAL DIFFERENCES
Volume 23, Issue -, Pages 262-266Publisher
ELSEVIER SCIENCE BV
DOI: 10.1016/j.lindif.2012.07.014
Keywords
Academic buoyancy; Construct validity; Domain specificity; Effort; Difficulty; Competence
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Past research into the ability of students to 'bounce back' from everyday academic setback (academic buoyancy) has lacked sensitivity to the contexts in which children demonstrate this behavior. Here we aimed to contextualize past findings by reporting the results of an exploratory investigation that featured: (1) repeated measurement of students' self-reported buoyancy across English, mathematics, science, and physical education; (2) measures of students' psychological appraisal as a test of external validity; (3) a novel national context (England rather than Australia). In total 260 English secondary school students aged 11-16 years completed self-report questionnaires. Students were found to hold relatively consistent views about their ability to bounce back from everyday academic setbacks (e.g., negative feedback, poor results, study stress or pressure) compared to the relatively less consistent views they held regarding the difficulty of the four school subjects as well as corresponding personal competences and effort. These results are discussed in the context of past research, the implications for interventions, and the need for further confirmatory investigations. (C) 2012 Published by Elsevier Inc.
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