Academic buoyancy and adaptability: A multisample study of reciprocal effects

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Martin, AJ, Malmberg, L-E, Holliman, AJ, Teig, N, Putwain, DW orcid iconORCID: 0000-0001-5196-4270, Collie, RJ, Burns, EC, Bostwick, KCP, Kennett, R and Pearson, J (2026) Academic buoyancy and adaptability: A multisample study of reciprocal effects. Journal of Educational Psychology. ISSN 0022-0663

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Abstract

Students’ capacity to effectively respond to academic challenge (buoyancy) and change (adaptability) is important for their academic and social-emotional well-being. To date, buoyancy and adaptability have been operationalized as correlated predictors of well-being outcomes, with no empirical consideration given to their potential influence on each other over time. Harnessing conservation of resources theory and data from six two-wave studies totaling 5,931 school students, we investigated this question via six cross-lagged panel analyses (one for each study). Across the six analyses, findings demonstrated reciprocal effects such that buoyancy and adaptability mutually reinforced each other over time. In addition to offering further conceptual and empirical clarification of buoyancy and adaptability, the findings suggest that practice efforts to support students’ buoyancy and adaptability will not only benefit these constructs directly but also mutually reinforce each other over time.

Item Type: Article
Uncontrolled Keywords: 39 Education; 3904 Specialist Studies In Education; 1303 Specialist Studies in Education; 1701 Psychology; 1702 Cognitive Sciences; Education; 3904 Specialist studies in education; 5201 Applied and developmental psychology
Subjects: L Education > LB Theory and practice of education
Divisions: Education
Publisher: American Psychological Association
Date of acceptance: 11 June 2026
Date of first compliant Open Access: 3 September 2026
Date Deposited: 03 Sep 2026 15:35
Last Modified: 03 Sep 2026 15:35
DOI or ID number: 10.1037/edu0001073
URI: https://researchonline.ljmu.ac.uk/id/eprint/29318
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