The Role of Personality Traits in Predicting Senior High School Students’ Academic Buoyancy

Abstract

All students have to face academic pressures, setbacks and challenges that are part of their everyday academic life. The capacity to deal with this, i.e. ‘academic buoyancy’, is needed to reduce the impact of academic adversity. Since academic buoyancy may be associated with personality, our study explored the role of personality trait, especially the ‘big five’, as predictors of the academic buoyancy in senior high school students in an Eastern culture. Methods: Using quota sampling, 356 respondents were sampled from the eight largest senior high schools in Bandung, Indonesia. Five personality factors were measured using the Big Five Inventory. Furthermore, academic buoyancy was assessed utilizing the Academic Buoyancy Scale. Multiple regression analysis was used to analyze the predictive value of each trait for academic buoyancy. Result: Academic buoyancy appears to be related to personality differences. We found three personality traits which predicted positively and significantly academic buoyancy, namely Conscientiousness, Agreeableness and Extraversion. Conclusions: The study has provided a new understanding of the relevance of personality for academic student’s life. Implications and differences in relation between personality and academic buoyancy in senior high school’ student are discussed.

Predictors of Academic Buoyancy: A Study of Demographic Correlates

“…It was concluded in the study that perception of learning environment and psychological hardiness consider as one of the important factors and related with academic buoyancy [26]. Another study concluded that out of five personality factors, three factors namely Conscientiousness, Agreeableness and Extraversion are predicting positively Academic Buoyancy [27].…”

What are the roles of positive psychological construct in blended learning contexts? Integrating academic buoyancy into the Community of Inquiry framework

“…Students' perceived teacher presence is predictive of their personality development (e.g., academic buoyancy). Research by Chong et al (2018), Rohinsa et al (2019), andGranziera et al (2022) also suggests that teacher support predicts the emergence of academic buoyancy. Our study affirms the significant impact of teachers in blended learning environments, emphasizing the critical role of teachers in this regard.…”

“…These findings are validated by previous similar studies that teaching presence indirectly influences cognitive presence through the mediating variable of individual learner factors (Lan et al, 2018b). Teacher support indirectly influences student engagement (Chong et al, 2018;Rohinsa et al, 2019) and educational outcomes (Li et al, 2023) through the mediation of academic buoyancy. The current study fills a gap in the literature on the intrinsic relationship between academic buoyancy and the three presences in the Community of Inquiry framework in blended learning contexts.…”

“…Established empirical studies have also shown that students' perceived teacher presence is predictive of their personality development (e.g., academic buoyancy), and can also indirectly affect students' academic buoyancy through cognitive and affective engagement (Chong et al, 2018;Granziera et al, 2022). Teacher support predicts the emergence of academic buoyancy, and academic buoyancy mediates the effect of teacher support on student engagement (Rohinsa et al, 2019). Furthermore, in English as a foreign language context, students' perceived teacher support can only indirectly influence educational outcomes through the full mediation of academic buoyancy (Li et al, 2023).…”

“…Theoretically, academic buoyancy is a noteworthy indicator of quality of learning, teacher satisfaction, student engagement, and overall self-confidence (Martin and Marsh, 2009;Martin, 2014). Practically, academic buoyancy partially mediates or fully mediates the relationship between teacher support (teaching presence) and collaborative learning engagement (social presence) and learning quality (Rohinsa et al, 2019;Granziera et al, 2022;Li et al, 2023). However, the above findings are from face-to-face traditional classroom or online environments, and it remains to be investigated whether they are applicable to blended learning environments.…”