A Longitudinal Analysis of Academic Buoyancy, Achievement, and Control

• In Event: 70.067 - Poster Session 15
  In Poster Session: 70.067-5 - Division C, Section 2A Poster Session 3

Abstract

Previous research has indicated that although academic buoyancy and student achievement are associated, the relationship is relatively modest. Some have suggested the relationship between the two may be mediated by another factor. Based on prior theoretical and empirical work, we examined a sense of control as one possible linking mechanism. The study draws upon data from 2,971 high school students from 21 Australian high schools. Using structural equation modelling with Mplus, control appeared to play a role in how buoyancy influenced achievement and that a cyclical process may operate among the three factors over time. Control thus seems to be one factor in determining how past experiences of academic buoyancy and achievement influence subsequent academic buoyancy and achievement.

Authors

• Andrew J. Martin, The University of New South Wales

• Rebecca J. Collie, University of New South Wales

• Lars-Erik Malmberg, University of Oxford

• James Hall, University of Oxford

• Paul W. Ginns, The University of Sydney