Academic Buoyancy and Academic Outcomes: Towards a Further Understanding of Students with Attention-Deficit/Hyperactivity Disorder (ADHD), Students without ADHD, and Academic Buoyancy Itself

Autor/in	Martin, Andrew J.
Titel	Academic Buoyancy and Academic Outcomes: Towards a Further Understanding of Students with Attention-Deficit/Hyperactivity Disorder (ADHD), Students without ADHD, and Academic Buoyancy Itself
Quelle	In: British Journal of Educational Psychology, 84 (2014) 1, S.86-107 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-0998
DOI	10.1111/bjep.12007
Schlagwörter	Attention Deficit Hyperactivity Disorder; Student Adjustment; Academic Achievement; Learner Engagement; High School Students; Student Surveys; Multivariate Analysis; Path Analysis; Outcomes of Education + Suchen Sie Ihr Suchwort? Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Schulleistung; High school; High schools; Oberschule; Schülerbefragung; Multivariate Analyse; Pfadanalyse; Lernleistung; Schulerfolg
Abstract	Background: Academic buoyancy is students' capacity to successfully overcome setback and challenge that is typical of the ordinary course of everyday academic life. It may represent an important factor on the psycho-educational landscape assisting students who experience difficulties in school and schoolwork. Aims: This study investigated the role of academic buoyancy in the achievement and cognitive, affective and behavioural engagement of (1) students with attention-deficit/ hyperactivity disorder (ADHD) and (2) "regular" (or "general") students residing in the same classrooms and schools. The study also sought to extend prior research into academic buoyancy by including previously neglected and potentially influential factors such as personality and socio-economic status. Sample: Participants were "n" = 87 high school students with ADHD, "n" = 3374 non-ADHD peers, and "n" = 87 randomly drawn non-ADHD students. Method: Survey-based data were analysed using multigroup (ADHD, non-ADHD, randomly weighted non-ADHD) multivariate (multiple independent/covariate and dependent variables) path analysis. Results: The findings revealed a significant and positive association between academic buoyancy and outcomes for students with ADHD that generalized to non-ADHD groups. On occasion where academic buoyancy effects differed between the groups, effects favoured students with ADHD. Furthermore, academic buoyancy explained significant variance in outcomes for both groups of students after covariates (age, gender, parent education, language background, socio-economic status, personality) were entered. Conclusion: It is concluded that there is merit in widely promoting and fostering academic buoyancy among ADHD and non-ADHD students alike--and that academic buoyancy explains variance in outcomes beyond major intrapersonal factors such as personality, socio-economic status, ethnicity, and the like. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10