A multi-component wellbeing programme for upper secondary students: Effects on wellbeing, buoyancy, and adaptability

Putwain, David W.; Gallard, Diahann; Beaumont, Joanna

doi:10.1177/0143034318806546

Cited by 17 publications

(31 citation statements)

References 39 publications

(42 reference statements)

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“…Moreover, processes such as self-efficacy, self-esteem, and mastery orientation, as well as the ability to manage anxiety, have been considered central to students' capacity to successfully navigate everyday struggles in school (Datu & Yuen, 2018). Each of these predictors represent malleable factors that can be targeted within classroom practices and interventions (Putwain et al, 2019), and the ability to bounce back following setbacks has been shown to be important in its own right, over and above the effects of academic coping (Putwain et al, 2012) or other constructs such as adaptability or prior motivation (Holliman et al, 2018).…”

Section: Buoyancymentioning

confidence: 99%

“I get knocked down but I get up again”: Integrative frameworks for studying the development of motivational resilience in school

Skinner

Graham

Brule

et al. 2020

International Journal of Behavioral Development

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Many subareas share a common interest in students’ motivational resilience, defined broadly as patterns of action that allow students to constructively deal with, overcome, recover, and learn from encounters with academic obstacles and failures. However, research in each of these areas often progresses in relative isolation, and studies rarely utilize developmental or social-contextual approaches. As a result, we do not yet have a clear understanding of how to help children and adolescents develop a rich and flexible repertoire of tools to deal productively with everyday academic challenges and difficulties. In this article, we knit together these disparate areas of work to create an integrated developmental and social-contextual framework that can guide the future study of these processes. First, we summarize nine areas of work that focus on students’ actions on the ground when they encounter academic difficulties: academic resilience, mastery versus helplessness, engagement and re-engagement, academic coping, self-regulated learning, adaptive help seeking, emotion regulation, and buoyancy as well as tenacity, perseverance, and productive persistence. In each area, we highlight work that is explicitly developmental and that depicts key social-contextual factors that shape motivational resilience. Second, we sketch an overarching social-contextual and developmental framework that holds a place for each of these processes. Third, we identify multiple areas where cross-fertilization among researchers can contribute to improved educational practice and study of the development of motivational resilience. An overarching goal of this article (and the special section more generally) is to take first steps toward “field building” on this crucial topic.

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Section: Buoyancymentioning

confidence: 99%

“I get knocked down but I get up again”: Integrative frameworks for studying the development of motivational resilience in school

Skinner

Graham

Brule

et al. 2020

International Journal of Behavioral Development

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show abstract

“…There is a growing body of evidence on academic buoyancy, traversing: (1) research differentiating buoyancy from other constructs (e.g., from coping, adaptability, grit, control, anxiety, and academic fear; Fong & Kim, 2019; Martin, Nejad, Colmar, & Liem, 2013; Putwain & Aveyard, 2018; Putwain, Chamberlain, Daly, & Sadreddini, 2014; Putwain, Daly, Chamberlain, & Sadreddini, 2015; Putwain et al, 2012; Putwain & Daly, 2013; Putwain et al, 2015; Symes, Putwain, & Remedios, 2015); (2) research on predictors of academic buoyancy (e.g., motivation predictors; Collie, Martin, Malmberg, Hall, & Ginns, 2015; Martin, Colmar, Davey, & Marsh, 2010; Martin & Marsh, 2006); (3) research on outcomes predicted by academic buoyancy (e.g., engagement; Martin, 2013; Martin & Marsh, 2008a); (4) intervention research targeting buoyancy (e.g., Puolakanaho et al, 2019; Putwain, Gallard, & Beaumont, 2019); and (5) research into buoyancy among different samples and contexts (e.g., cross-cultural comparisons; Collie et al, 2017; Datu & Yang, 2018; Martin, Yu, Ginns, & Papworth, 2017; Yun, Hiver, & Al-Hoorie, 2018).…”

Section: Academic Buoyancymentioning

confidence: 99%

Investigating the reciprocal relations between academic buoyancy and academic adversity: Evidence for the protective role of academic buoyancy in reducing academic adversity over time

Martin

Marsh

2019

International Journal of Behavioral Development

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What is the relationship between academic buoyancy and academic adversity? For example, does the experience of academic adversity help build students’ academic buoyancy in school—or, does academic buoyancy lead to decreases in subsequent academic adversity? This longitudinal study of 481 high school students (Years 7–12) investigated the relations between academic buoyancy and academic adversity. Harnessing a cross-lagged panel design spanning two consecutive academic years, we employed structural equation modeling to investigate the extent to which prior academic buoyancy predicted subsequent academic adversity and the extent to which prior academic adversity predicted subsequent academic buoyancy—beyond the effects of sociodemographics, prior achievement, and auto-regression. We found that prior academic buoyancy significantly predicted lower subsequent academic adversity, but prior academic adversity did not significantly predict higher subsequent academic buoyancy. Interestingly, however, there was a marginal interaction effect such that students who experienced academic adversity but who were also high in academic buoyancy were less likely to experience academic adversity one year later. We conclude that it is important to instill in students the capacity to effectively deal with academic adversity—that is, academic buoyancy. We also conclude that some experience of academic adversity can have positive effects but predominantly when accompanied by high levels of academic buoyancy. Implications for theory and practice are discussed.

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“…There are significant applied benefits in demonstrating predictive validity of HERO constructs proposed in Psy-Cap theory in youth in terms of informing prevention and early intervention science, and potential application in educational contexts, which represent developmental equivalent of workplaces in which PsyCap theory has primarily been developed and tested. Moreover, the study and application of positively oriented strengths and capacities, aligns with goals of schools in which there is a significant focus on strengths-based approaches to student wellbeing [18][19][20].…”

Section: Introductionmentioning

confidence: 99%

Searching for the HERO in Youth: Does Psychological Capital (PsyCap) Predict Mental Health Symptoms and Subjective Wellbeing in Australian School-Aged Children and Adolescents?

Finch

Farrell

Waters

2020

Child Psychiatry Hum Dev

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Psychological capital (PsyCap) comprising the positive psychological resources of hope, efficacy, resilience, and optimism (HERO) has strong empirical associations with increased wellbeing and reduced mental health symptoms in adult samples. Emerging studies of PsyCap among school-age students have also shown preliminary, positive associations between PsyCap and student wellbeing. The present study is the first to examine PsyCap-HERO constructs and associations with both mental health symptoms and subjective wellbeing in school-aged children and adolescents (aged 9-14 years). A convenience sample of Australian school students (N = 456, Mage = 11.54, SD = 1.20, 47% female) completed an online survey during class time. Measures of hope, efficacy, resilience, optimism, flourishing, anxiety, and depression previously well-validated in school samples were used. Significant associations between each HERO construct and flourishing, anxiety and depression symptoms in the expected direction were found, and importantly, the combination of HERO constructs was shown to be a stronger predictor of increased levels of student flourishing, and decreased levels of anxiety and depression symptoms, than individual HERO constructs. Findings indicate that student PsyCap may be a promising area of further investigation for schools, policymakers, clinicians and researchers looking to identify positive psychological resources in youth that may buffer poor mental health and promote wellbeing.

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A multi-component wellbeing programme for upper secondary students: Effects on wellbeing, buoyancy, and adaptability

Abstract: The version presented here may differ from the published version or from the version of the record. Please see the repository URL above for details on accessing the published version and note that access may require a subscription.

Cited by 17 publications

References 39 publications

“I get knocked down but I get up again”: Integrative frameworks for studying the development of motivational resilience in school

“I get knocked down but I get up again”: Integrative frameworks for studying the development of motivational resilience in school

Investigating the reciprocal relations between academic buoyancy and academic adversity: Evidence for the protective role of academic buoyancy in reducing academic adversity over time

Searching for the HERO in Youth: Does Psychological Capital (PsyCap) Predict Mental Health Symptoms and Subjective Wellbeing in Australian School-Aged Children and Adolescents?

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