Putwain, DW and Wood, P (2022) Riding the Bumps in Mathematics Learning: Relations Between Academic Buoyancy, Engagement, and Achievement. Learning and Instruction, 83. ISSN 0959-4752

Preview

Text Riding the Bumps in Mathematics Learning Relations Between Academic Buoyancy, Engagement, and Achievement.pdf - Published Version Available under License Creative Commons Attribution Non-commercial No Derivatives. Download (1MB) | Preview

Abstract

Academic buoyancy is conceptualised as the capacity to successfully navigate the typical adversities experienced during the course of schooling. Studies have shown positive relations between academic buoyancy and beneficial achievement-related beliefs, emotions, and behaviours. Relations with achievement are often small and studies of reciprocal relations are lacking. In a sample of 1,242 primary school students, we examined reciprocal relations between academic buoyancy, engagement, and achievement. Baseline levels of academic buoyancy and engagement positively predicted subsequent achievement. Achievement predicted gain in academic buoyancy but not engagement. Engagement, but not academic buoyancy, predicted gain in achievement. However, academic buoyancy predicted achievement gain indirectly, mediated through concurrent engagement. Building engagement, academic buoyancy, and foundational mathematics skills, could work synergistically to show downstream benefits for students’ achievement.

Item Type:	Article
Uncontrolled Keywords:	Education; 1302 Curriculum and Pedagogy; 1303 Specialist Studies in Education; 1701 Psychology
Subjects:	L Education > L Education (General) Q Science > QA Mathematics
Divisions:	Education
Publisher:	Elsevier
SWORD Depositor:	A Symplectic
Date Deposited:	20 Sep 2022 11:16
Last Modified:	01 Nov 2022 10:30
DOI or ID number:	10.1016/j.learninstruc.2022.101691
URI:	https://researchonline.ljmu.ac.uk/id/eprint/17609

View Item