Is academic buoyancy anything more than adaptive coping?

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 expl...

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Bibliographic Details
Published in:Anxiety, stress, and coping stress, and coping, 2012-05, Vol.25 (3), p.349-358
Main Authors: Putwain, David W., Connors, Liz, Symes, Wendy, Douglas-Osborn, Erica
Format: Article
Language:English
Subjects:
academic buoyancy
Adaptation, Psychological
Adolescent
Anxiety
Anxiety - psychology
Biological and medical sciences
Competency tests
coping
Educational psychology
Female
Fundamental and applied biological sciences. Psychology
Humans
Male
Personality. Affectivity
Psychological Tests
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Pupil and student. Academic achievement and failure
Social Support
Stress
Students - psychology
test anxiety
Test Anxiety Scale
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Summary: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.
ISSN:1061-5806
1477-2205
DOI:10.1080/10615806.2011.582459