Exploring the Relationships between Academic Buoyancy, Academic Self-Concept, and Academic Performance: A Study of Mathematics and Reading among Primary School Students

Autor/inn/en	Colmar, Susan; Liem, Gregory Arief D.; Connor, Julie; Martin, Andrew J.
Titel	Exploring the Relationships between Academic Buoyancy, Academic Self-Concept, and Academic Performance: A Study of Mathematics and Reading among Primary School Students
Quelle	In: Educational Psychology, 39 (2019) 8, S.1068-1089 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Colmar, Susan) ORCID (Connor, Julie) ORCID (Martin, Andrew J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2019.1617409
Schlagwörter	Correlation; Self Concept; Academic Achievement; Mathematics Instruction; Reading Instruction; Elementary School Students; Elementary School Mathematics; Resilience (Psychology); Mathematics Achievement; Reading Achievement; Grade 3; Grade 4; Self Concept Measures; Questionnaires; Foreign Countries; Australia; Self Description Questionnaire + Suchen Sie Ihr Suchwort? Korrelation; Selbstkonzept; Schulleistung; Mathematics lessons; Mathematikunterricht; Leseunterricht; Elementare Mathematik; Schulmathematik; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Fragebogen; Ausland; Australien
Abstract	Academic buoyancy is a construct relevant to the schooling lives of students, defining how they overcome or 'bounce back' from everyday academic adversity. The present study was correlational in design and examined academic buoyancy in 191 upper primary-aged students, focusing on its association with reading and mathematics performance, and the extent to which this relationship is mediated by academic self-concept. This research work is important as the first to explore academic buoyancy in upper primary-aged students and across two key academic domains. The participants completed tests measuring academic buoyancy, academic self-concept, and academic performance in mathematics and reading. Structural equation modelling confirmed a significant relationship between academic buoyancy and academic performance via academic self-concept. Findings also confirmed domain-specificity, with significant relationships within mathematics and reading domains, but not across the two domains. In light of these findings, and acknowledging the limitations of our non-longitudinal design, educational applications and new avenues for research into academic buoyancy, academic self-concept, and academic performance are suggested. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01