Adaptability: Conceptual and Empirical Perspectives on Responses to Change, Novelty and Uncertainty

Abstract

Adaptability is proposed as individuals' capacity to constructively regulate psycho-behavioral functions in response to new, changing, and/or uncertain circumstances, conditions and situations. The present investigation explored the internal and external validity of an hypothesised adaptability scale. The sample comprised 2,731 high school students. In terms of internal validity, exploratory and confirmatory factor analysis (EFA and CFA) suggested a reliable higher order adaptability factor subsumed by a reliable first order cognitivebehavioural factor and a reliable first order affective factor. Multi-group CFA indicated invariance in factor structure as a function of gender, age, and language background. Further, age (younger adolescents), language background (nonEnglish speaking), and parents' education (higher levels) predicted higher order adaptability, while gender (males) predicted first order affective adaptability. In terms of external validity, consistent with hypotheses, higher and first order adaptability was differentially associated with cognate/aligned factors (personality, implicit theories of ability, buoyancy) and also with psycho-educational wellbeing 'outcome' factors (achievement, enjoyment of school, meaning and purpose, life satisfaction). Findings hold theoretical and empirical implications for researchers and practitioners seeking to better understand the constructive regulation of individuals confronted with situations involving novelty, change, and uncertainty.

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

“…Recent research extended this definition to also include modification to cognition and emotion (not just behavior). Thus, adaptability was defined as appropriate cognitive, behavioral and/or emotional adjustment in the face of uncertainty and novelty (Martin, 2012;Martin et al, 2012Martin et al, , 2013. Furthermore, this research detailed how adaptability is distinct from cognate factors such as coping (Frydenberg, 2008;Lazarus & Folkman, 1984), resilience (Howard & Johnson, 2000;Masten, 2001), buoyancy (Martin & Marsh, 2009;Putwain, Connors, Symes, & Douglas-Osborn, 2012), and selfregulation (Zimmerman, 2002).…”

“…Each item is rated on a 1 ('strongly disagree') to 7 ('strongly agree') scale. All items are presented in Martin et al (2012Martin et al ( , 2013. Sample items include: "I am able to adjust my thinking or expectations to assist me in a new situation" (cognitive), "To assist me in a new situation, I am able to change the way I do things" (behavioral), and "When uncertainty arises, I am able to minimize frustration or irritation so I can deal with it best" (emotional).…”

“…Subsequent longitudinal measurement provided much the same support and demonstrated the predictive validity of adaptability to academic and non-academic outcomes. Martin et al (2012Martin et al ( , 2013 showed that adaptability can be operationalized as a single factor and for parsimony it is this operationalization that is used here. …”

“…The study also investigates processes that may reduce failure dynamics in students' academic lives. Specifically, it examines the recently proposed construct of 'adaptability' (Martin, Nejad, Colmar, & Liem, 2012 and its hypothesized impact on failure dynamics via control.…”

Adaptability: How students’ responses to uncertainty and novelty predict their academic and non-academic outcomes.

“…Recent research developed and validated a measure of adaptability (the Adaptability Scale) to assess individuals' capacity to appropriately adjust and modify psycho-behavioral functions in response to uncertain and novel circumstances, conditions and situations (Martin, 2012;Martin, Nejad, Colmar, & Liem, 2012). The present study represents a substantial extension of this prior measurement work.…”