Department of Social and Psychological Sciences, Edge Hill University, St. Helen's Road, Ormskirk, Lancashire L39 4QP, UK.
Anxiety Stress Coping. 2012 May;25(3):349-58. doi: 10.1080/10615806.2011.582459. Epub 2011 Jun 28.
Academic buoyancy refers to a positive, constructive, and adaptive response to the types of challenges and setbacks experienced in a typical and everyday academic setting. In this project we examined whether academic buoyancy explained any additional variance in test anxiety over and above that explained by coping. Two hundred and ninety-eight students in their final two years of compulsory schooling completed self-report measures of academic buoyancy, coping, and test anxiety. Results suggested that buoyancy was inversely related to test anxiety and unrelated to coping. With the exception of test-irrelevant thoughts, test anxiety was positively related to avoidance coping and social support. Test-irrelevant thoughts were inversely related to task focus, unrelated to social support, and positively related to avoidance. A hierarchical regression analysis showed that academic buoyancy explained a significant additional proportion of variance in test anxiety when the variance for coping had already been accounted for. These findings suggest that academic buoyancy can be considered as a distinct construct from that of adaptive coping.
学术弹性是指对典型日常学术环境中所经历的各种挑战和挫折的一种积极、建设性和适应性的反应。在这个项目中，我们研究了学术弹性是否可以在应对方式已经解释的基础上，对考试焦虑的额外差异做出解释。298 名处于义务教育最后两年的学生完成了关于学术弹性、应对方式和考试焦虑的自我报告式测量。结果表明，弹性与考试焦虑呈负相关，与应对方式无关。除了与考试无关的想法外，考试焦虑与回避应对和社会支持呈正相关。与考试无关的想法与任务专注呈负相关，与社会支持无关，与回避呈正相关。层次回归分析表明，当应对方式的方差已经被解释时，学术弹性可以解释考试焦虑的显著额外方差。这些发现表明，学术弹性可以被视为与适应性应对不同的一个独特结构。
