Academic Buoyancy in Second Level Schools: Insights from Ireland

Comerford, Jason; Batteson, Tamzin J; Tormey, Roland

doi:10.1016/j.sbspro.2015.07.061

Cited by 21 publications

(26 citation statements)

References 13 publications

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“…Internal factors include personality traits, like autonomy, motivation, self-efficacy, confidence, and self-esteem (Anderson et al, 2020). Oppositely, external factors refer to the contextual factors available in the educational environments which are crucial in shaping and developing interpersonal communication skills and academic buoyancy (Comerford et al, 2015).…”

Section: The Notion Of Academic Buoyancymentioning

confidence: 99%

EFL/ESL Teacher’s Resilience, Academic Buoyancy, Care, and Their Impact on Students’ Engagement: A Theoretical Review

Zhang

2021

Front. Psychol.

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Teachers’ emotions and inner states play a crucial role in academia as they affect almost all aspects of their job. Language teaching as a stressful and tense profession is full of adversities and traumatic experiences, mandating teachers to be psychologically tough aside from their pedagogical readiness. In tune with this, the current study provides an overview of this area of research drawing on positive psychology and four fresh constructs, namely, resilience, buoyancy, care, and students’ engagement. More particularly, this review article presents the definitions, conceptualizations, dimensions, cognate terms, and influential factors related to each construct. Next, related empirical studies are reviewed to justify the results and position the current article in the body of knowledge in this domain. Finally, implications, gaps, and recommendations for future research are presented.

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Section: The Notion Of Academic Buoyancymentioning

confidence: 99%

EFL/ESL Teacher’s Resilience, Academic Buoyancy, Care, and Their Impact on Students’ Engagement: A Theoretical Review

Zhang

2021

Front. Psychol.

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“…The data obtained from the scale displayed acceptable validity and reliability indices. Additionally, the students who reported themselves as the least likely to leave school early, scored significantly higher on the confidence, planning and persistence measures (Comerford et al, 2015). Another study was an attempt to explore the academic buoyancy of 598 students in Years 8 and 10 at five Australian high schools at two different times of the half-way through the school year and at the end of the year.…”

Section: Jarhe 112mentioning

confidence: 99%

“…Related to the concept of resilience is the notion of academic buoyancy which can be described as the ability to navigate the typical everyday challenges of educational life in an appropriate way (Comerford et al, 2015). In other words, academic buoyancy is the ability of learners to survive the everyday challenges and stressful situations of school life (Martin and Marsh, 2006, 2008a, b, 2009Martin et al, 2010;Martin, 2014).…”

Section: Introductionmentioning

confidence: 99%

“…Some personality features involving autonomy and self-esteem are the evidence of the role of internal factors (Masten and Garmezy, 1985). However, these issues are not simply innate to the learner which implies that the educational environment plays a key role in developing interpersonal skills and dispositions aiding their buoyancy (Comerford et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

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Academic buoyancy in higher education

Jahedizadeh

Ghonsooly

Ghanizadeh

2019

JARHE

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Purpose The purpose of this paper is to design a new instrument toward assessing English as foreign language students’ academic buoyancy and to investigate the association between academic buoyancy and three demographic variables of GPA, gender and educational level using the newly-designed questionnaire. Design/methodology/approach To do so, a new questionnaire consisting of 27 items was designed which measures four aspects of L2 buoyancy, namely, sustainability, regularity adaptation, positive personal eligibility and positive acceptance of academic life. The scale was then translated into Persian and its validity (computed via confirmatory factor analysis estimates) and reliability (computed via Cronbach’s α) were substantiated. Findings All the items were found to have accepted factor loading. The results regarding the association between academic buoyancy and demographic variables along with the relevant discussion are presented. Originality/value Though over the years, researchers have used a variety of methods and scales to measure buoyancy, all of the instruments have been consisted of few items (usually four) which do not include the many aspects related to student buoyancy as one of the tenets of individual differences in positive psychology. Moreover, the same materials were used for distinctive settings of school and workplace in which the individuals adapt different goal orientations and perspectives. Consequently, the need for designing a comprehensive and specific instrument which includes all the aspects of academic buoyancy focusing on EFL students in higher education is manifested.

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“…Vitality is energy emanating from within the individual, not energy emanating from the environment. In other words, vitality is the feeling of being alive, not the motivation and compulsion to do something (Cornerford, Batteson & Tormey, 2015). Students with higher academic vitality are better able to meet academic challenges, participate more in teaching and learning, report less academic and non-academic stress and anxiety, have greater academic motivation, hope and self-efficacy, and are more successful in solving psychological and educational problems.…”

Section: Introductionmentioning

confidence: 99%

Investigating the Relationship of Teachers’ Emotional Maturity and Perception of Teacher Behavior and Students' Academic Buoyancy

Abedi

Kalantaree

2020

Iranian Journal of Educational Sociology

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The aim of this research was investigating the relationship of teachers' emotional maturity and perception of teacher behavior and students' academic buoyancy. Methodology: Present study in terms of purpose was applied and in terms of implementation was descriptive from type of correlation. The research statistical population was all teachers and students of forth and sixth grade of elementary school (86 teachers and 2576 students) of Neyriz city in 2018-19 academic years. According to Krejcie and Morgan table, the research sample was 70 teachers and 350 students who were selected by cluster sampling method. The research tools were the questionnaires of emotional maturity (Singh & Bhargava, 1990), perception of teacher behavior (Sharifi, 1989) and academic buoyancy (Dehghani Zadeh & HoseinChari, 2012). Data were analyzed by methods of Pearson correlation coefficients and multivariate regression with enter model in SPSS software version 22. Findings: The findings showed that teachers' emotional maturity and dimensions of social Incompatibility and lack of independence had a negative and significant relationship with perception of teacher behavior and teachers' emotional maturity and dimensions of personality collapse and lack of independence had a negative and significant relationship with students' academic buoyancy. Other results showed that the dimensions of teachers' emotional maturity could significantly explain 7.8% of changes in perception of teacher behavior and 11.7% of changes in students' academic buoyancy (P<0.05). Conclusion:According to the results of the present study, to improve the perception of teacher behavior and students' academic buoyancy can be increased the teacher's emotional maturity and its dimensions.

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Academic Buoyancy in Second Level Schools: Insights from Ireland

Cited by 21 publications

References 13 publications

EFL/ESL Teacher’s Resilience, Academic Buoyancy, Care, and Their Impact on Students’ Engagement: A Theoretical Review

EFL/ESL Teacher’s Resilience, Academic Buoyancy, Care, and Their Impact on Students’ Engagement: A Theoretical Review

Academic buoyancy in higher education

Investigating the Relationship of Teachers’ Emotional Maturity and Perception of Teacher Behavior and Students' Academic Buoyancy

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