Contemporary School Psychology

, Volume 22, Issue 3, pp 207–212 | Cite as

Predictors and Consequences of Academic Buoyancy: a Review of Literature with Implications for Educational Psychological Research and Practice

  • Jesus Alfonso D. Datu
  • Mantak Yuen
Systematic Review


Existing studies have focused on examining how academic buoyancy or the ability to cope with day-to-day challenges in school may be linked to academic functioning. This review article reported the current state of the academic buoyancy literature in the educational contexts. Findings from previous investigations on the theorizing, measurement, predictors, and consequences of academic buoyancy are summarized. Research gaps are also identified to proposed future research directions. Results on the association of academic buoyancy with positive academic functioning and well-being outcomes are used to draw practical implications for school psychologists and guidance counselors in the school settings.


Academic buoyancy Academic achievement Engagement Resilience Well-being 


Compliance with Ethical Standards

Conflict of Interest

The authors declare that they have no conflict of interest.

Ethical Approval

This article does not contain any studies with human participants or animals performed by any of the authors.

Informed Consent

As the present manuscript is a review article, we did not need to prepare informed consent forms.


  1. Collie, R. J., Martin, A. J., Malmberg, L. E., Hall, J., & Ginns, P. (2015). Academic buoyancy, student’s achievement, and the linking role of control: a cross-lagged analysis of high school students. British Journal of Educational Psychology, 85, 113–130 Scholar
  2. Collie, R. J., Ginns, P., Martin, A. J., & Papworth, B. (2017). Academic buoyancy mediates academic anxiety’s effects on learning strategies: an investigation of English- and Chinese-speaking Australian students. Educational Psychology, 37, 947–964. Scholar
  3. Datu, J.A.D. & Yang, W. (2016). Psychometric validity and gender invariance of the academic buoyancy scale in the Philippines: a construct validation approach. Journal of Psychoeducational Assessment. Advance online publication.
  4. Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: a meta-analysis of school-based universal interventions. Child Development, 82, 405–432.CrossRefPubMedGoogle Scholar
  5. Dweck, C. S. (2006). Mindset: the new psychology of success. New York: Random House.Google Scholar
  6. Hofstede, G. (2001). Culture’s consequences: comparing values, behaviors, institutions, and organizations across nations (2nd ed.). Thousand Oaks, CA: Sage.Google Scholar
  7. King, R. B., & McInerney, D. M. (2014). Culture’s consequences on student motivation: capturing cross-cultural universality and variability through personal investment theory. Educational Psychologist, 49, 175–198.CrossRefGoogle Scholar
  8. Liem, G. A. D., Ginns, P., Martin, A. J., Stone, B., & Herrett, M. (2012). Personal best goals and academic and social functioning: a longitudinal perspective. Learning and Instruction, 22, 222–230. Scholar
  9. Malmberg, L.-E., Hall, J., & Martin, A. J. (2013). Academic buoyancy in secondary school: exploring patterns of convergence in English, mathematics, science, and physical education. Learning and Individual Differences, 23, 262–266. Scholar
  10. Martin, A. J. (2009). Motivation and engagement across the academic life span: a developmental construct validity study of elementary school, high school, and university/college students. Educational and Psychological Measurement, 69, 794–824. Scholar
  11. Martin, A. J. (2013). Academic buoyancy and academic resilience: exploring ‘everyday’ and ‘classic’ resilience in the face of academic adversity. School Psychology International, 34, 488–500. Scholar
  12. Martin, A. J. (2014). Academic buoyancy and academic outcomes: Towards a further understanding of students with attention-deficit/hyperactivity disorder (ADHD), students without ADHD, and academic buoyancy itself. British Journal of Educational Psychology, 84, 86–107. Scholar
  13. Martin, A. J., Ginns, P., Brackett, M. A., & Malmberg, L.-E. (2013a). Academic buoyancy and psychological risk: exploring reciprocal relationships. Learning and Individual Differences, 27, 128–133. Scholar
  14. Martin, A.J., Ginns, P., Papworth, B., & Nejad, H. (2013b). The role of academic buoyancy in Aboriginal/Indigenous students’ educational intentions: sowing the early seeds of success for post-school education and training. In R.G. Craven & J. Mooney (ed.), Seeding Success in Indigenous Australian Higher Education Diversity in Higher Education, Volume 14 (pp. 57–709) Emerald Group Publishing Limited.Google Scholar
  15. Martin, A. J., Nejad, H. G., Colmar, S., & Liem, G. A. D. (2013c). Adaptability: how students’ responses to uncertainty and novelty predict their academic and non-academic outcomes. Journal of Educational Psychology, 105, 728–746.CrossRefGoogle Scholar
  16. Martin, A. J., & Marsh, H. W. (2006). Academic resilience and its psychological and educational correlates: a construct validity approach. Psychology in the Schools, 43, 267–282. Scholar
  17. Martin, A. J., & Marsh, H. W. (2008a). Academic buoyancy: towards an understanding of students’ everyday academic resilience. Journal of School Psychology., 46, 53–83. Scholar
  18. Martin, A. J., & Marsh, H. W. (2008b). Workplace and academic buoyancy: psychometric assessment and construct validity amongst school personnel and students. Journal of Psychoeducational Assessment., 26, 168–184. Scholar
  19. Martin, A. J., & Marsh, H. W. (2009). Academic resilience and academic buoyancy: multidimensional and hierarchical conceptual framing of causes, correlates, and cognate constructs. Oxford Review of Education, 35, 353–370. Scholar
  20. Martin, A. J., Yu, K., Ginns, P., & Papworth, B. (2017). Young people’s academic buoyancy and adaptability: a cross-cultural comparison of China with North America and the United Kingdom. Educational Psychology, 37, 930–946. Scholar
  21. Miller, S., Connolly, P., & Maguire, L. K. (2013). Wellbeing, academic buoyancy and educational achievement in primary school students. International Journal of Educational Research, 62, 239–248. Scholar
  22. National Association of School Psychologists. (2016). Leveraging essential school practices, ESSA, MTSS, and the NASP practice model: a crosswalk to help every school and student succeed. [Policy brief]. Bethesda: Author.Google Scholar
  23. Putwain, D. P., Connors, L., Symes, W., & Douglas-Osborn, E. (2012). Is academic buoyancy anything more than adaptive coping? Anxiety, Stress, & Coping, 25, 349–358. Scholar
  24. Putwain, D. W., & Daly, A. L. (2013). Do clusters of test anxiety and academic buoyancy differentially predict academic performance? Learning and Individual Differences, 27, 157–162. Scholar
  25. Putwain, D. W., Daly, A. L., Chamberlain, S., & Sadreddini, S. (2015). Academically buoyant students are less anxious about and perform better in high-stakes examinations. British Journal of Educational Psychology, 85, 247–263. Scholar
  26. Seligman, M. E., Ernst, R. M., Gillham, J., Reivich, K., & Linkins, M. (2009). Positive education: positive psychology and classroom interventions. Oxford Review of Education, 35(3), 293–311. Scholar
  27. Symes, W., Putwain, D. W., & Remedios, R. (2015). The enabling and protective role of academic buoyancy in the appraisal of fear appeals used prior to high stakes examinations. School Psychology International, 36, 605–619. Scholar
  28. Yu, K., & Martin, A. J. (2014). Personal best (PB) and ‘classic’ achievement goals in the Chinese context: their role in predicting academic motivation, engagement and buoyancy. Educational Psychology, 34, 635–658. Scholar

Copyright information

© California Association of School Psychologists 2018

Authors and Affiliations

  1. 1.Department of Special Education and CounsellingThe Education University of Hong KongHong KongChina
  2. 2.Centre for Advancement in Inclusive and Special EducationThe University of Hong KongHong KongChina

Personalised recommendations