Academic buoyancy and academic outcomes: Towards a further understanding of students with attention‐deficit/hyperactivity disorder (ADHD), students without ADHD, and academic buoyancy itself

Abstract

It is concluded that there is merit in widely promoting and fostering academic buoyancy among ADHD and non-ADHD students alike - and that academic buoyancy explains variance in outcomes beyond major intrapersonal factors such as personality, socio-economic status, ethnicity, and the like.

Academic buoyancy, student's achievement, and the linking role of control: A cross-lagged analysis of high school students

“…Our finding of control as a variable linking buoyancy and achievement may provide insight into why previous research has related buoyancy with motivational constructs that are known to be associated with achievement (e.g., Caprara, Vecchione, Alessandri, Gerbino, & Barbaranelli, 2011;Hattie, 2009) such as persistence (e.g., Martin & Marsh, 2006) and self-efficacy (e.g., Caprara, Vecchione, Alessandri, Gerbino, & Barbaranelli, 2011;Martin & Marsh, 2008), but has found a more modest direct relationship between buoyancy and achievement (Martin, 2014). Namely, perhaps buoyancy is associated with motivational constructs like self-efficacy and persistence because they inherently have a level of control associated with them (Skinner, 1996).…”

“…Given the evidence regarding a modest link between buoyancy and achievement (Martin, 2014) and following recent work suggesting that other factors may help explain this association (Putwain & Daly, 2013), we investigate whether a sense of control over outcomes (incorporating both internal locus and controllability) functions as a linking mechanism in the association between buoyancy and achievement. This is based on understanding from attribution theory (Weiner, 2010) where we position academic buoyancy and achievement as prior outcomes that influence subsequent causal ascriptions as a success or failure.…”

“…Martin (2014) examined a direct relationship between buoyancy and achievement and found a significant association; however, effect sizes were generally small. This is intriguing given that academic buoyancy is associated with processes that are themselves linked with student achievement (e.g., motivation; Martin et al, 2010).…”

The role of adaptability in promoting control and reducing failure dynamics: A mediation model

“…cognitive, emotional and behavioral states. However, these factors are also associated with problematic school pathways and outcomes, including absenteeism, attrition, under-achievement, and post-school difficulties in further education and work (e.g., see Covington, 1992Covington, , 2000Curtis & McMillan, 2008;Finn & Rock, 1997;Martin, 2014;Martin et al, 2001;Meece, Wigfield, & Eccles, 1990;Thompson, 1994;Thompson & Hepburn, 2003). There is a need to investigate factors and processes that may reduce the presence and/or degree of failure dynamics in students' academic lives.…”

The role of ADHD in academic adversity: Disentangling ADHD effects from other personal and contextual factors.

“…In addition to these is research demonstrating comorbidities (e.g., specific learning disabili ties, anxiety) with ADHD that further com pound difficulties with academic outcomes (Bauermeister et al, 2007). In all perspectives, there are risk factors relevant to ADHD that increase the possibility of problematic pro cesses that are likely to compromise and disrupt academic outcomes (Martin, 2014;Vostanis, 2007;Wilmshurst, Peele, & Wilmshurst, 2011). Coleman and Hagell's (2007) second di mension of risk relates to risk behaviors.…”