Martin Andrew J, Marsh Herbert W
Faculty of Education and Social Work, University of Sydney, NSW 2006, Australia.
J Sch Psychol. 2008 Feb;46(1):53-83. doi: 10.1016/j.jsp.2007.01.002. Epub 2007 Mar 1.
Academic buoyancy is developed as a construct reflecting everyday academic resilience within a positive psychology context and is defined as students' ability to successfully deal with academic setbacks and challenges that are typical of the ordinary course of school life (e.g., poor grades, competing deadlines, exam pressure, difficult schoolwork). Data were collected from 598 students in Years 8 and 10 at five Australian high schools. Half-way through the school year and then again at the end of the year, students were asked to rate their academic buoyancy as well as a set of hypothesized predictors (self-efficacy, control, academic engagement, anxiety, teacher-student relationship) in the area of mathematics. Multilevel modeling found that the bulk of variance in academic buoyancy was explained at the student level. Confirmatory factor analysis and structural equation modeling showed that (a) Time 1 anxiety (negatively), self-efficacy, and academic engagement significantly predict Time 1 academic buoyancy; (b) Time 2 anxiety (negatively), self-efficacy, academic engagement, and teacher-student relationships explain variance in Time 2 academic buoyancy over and above that explained by academic buoyancy at Time 1; and (c) of the significant predictors, anxiety explains the bulk of variance in academic buoyancy.
学业韧性是在积极心理学背景下形成的一种反映日常学业恢复力的概念，被定义为学生成功应对学校日常生活中典型的学业挫折和挑战的能力（例如，成绩差、截止日期冲突、考试压力、课业难度大）。数据收集自澳大利亚五所高中的598名八年级和十年级学生。在学年中期以及学年末，学生们被要求对自己的学业韧性以及数学领域的一组假设预测因素（自我效能感、掌控感、学业投入、焦虑、师生关系）进行评分。多层模型分析发现，学业韧性的大部分变异可以在学生层面得到解释。验证性因素分析和结构方程模型表明：（a）第一次评估时的焦虑（呈负相关）、自我效能感和学业投入显著预测第一次评估时的学业韧性；（b）第二次评估时的焦虑（呈负相关）、自我效能感、学业投入和师生关系解释了第二次评估时学业韧性的变异，超出了第一次评估时学业韧性所解释的变异；（c）在显著的预测因素中，焦虑解释了学业韧性变异的大部分。
