Weißenfels Marie, Hoffmann Dana, Dörrenbächer-Ulrich Laura, Perels Franziska
Department of Educational Sciences, Saarland University, Campus A4.2, 66123 Saarbruecken, Germany.
Curr Psychol. 2022 Jul 19:1-15. doi: 10.1007/s12144-022-03488-y.
Academic buoyancy describes the ability to successfully overcome and recover from setbacks in an academic context (e.g., a poor grade, motivational dips, stress due to upcoming performance exams). This day-to-day form of academic resilience has recently been defined in the context of positive psychology. The present study aimed to gain insights into the mechanisms of academic buoyancy by predicting math achievement. Since there is already evidence that this relationship is rather indirect than direct, we were particularly interested in investigating a potential actor of an indirect effect, namely academic self-efficacy. For this purpose, = 974 students at eleven secondary schools in southwestern Germany were surveyed through a questionnaire. The data were analyzed using a latent variable approach. The results of the study show that academic buoyancy is a significant predictor of math achievement and that this relation is explained through academic self-efficacy, even when controlling for gender. Implications for practice and further research are also discussed.
学业韧性描述的是在学术环境中成功克服挫折并从中恢复的能力（例如，成绩不佳、动力下降、因即将到来的成绩考试而产生的压力）。这种日常形式的学业恢复力最近已在积极心理学的背景下得到定义。本研究旨在通过预测数学成绩来深入了解学业韧性的机制。由于已有证据表明这种关系是间接而非直接的，我们特别感兴趣于研究一种间接效应的潜在因素，即学业自我效能感。为此，我们通过问卷调查了德国西南部11所中学的974名学生。数据采用潜变量方法进行分析。研究结果表明，学业韧性是数学成绩的一个重要预测因素，并且即使在控制了性别因素后，这种关系也可以通过学业自我效能感来解释。文中还讨论了对实践和进一步研究的启示。
