Academic Buoyancy as an Explanation for College Student Achievement and Retention

• In Event: Roundtable Session 5
  In Roundtable Session: Approaches to Retention Efforts: Considering Institutional and Individual Factors

Abstract

This study (N=120) explored the relationships among academic buoyancy, motivation, and academic achievement of first-year college students. The link between motivation and academic engagement is documented, and previous research provided support for the academic buoyancy construct in the K-12 settings. Findings from this study further examined motivational variables as measured by the MES-UC and the academic buoyancy construct in a higher education setting. Reported item and scale level descriptive statistics are provided and regression models indicated that academic buoyancy was the only significant predictor of academic success, as measured by first-semester college GPA. These results advance understanding of the academic buoyancy construct in higher education academic settings. This study also extends existing research on college student motivation and academic achievement.

Authors

• Carolyn R. Strickland, Pennsylvania College of Technology

• Rayne A. Sperling, The Pennsylvania State University