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ERIC Number: EJ1052147
Record Type: Journal
Publication Date: 2015-Mar
Pages: 18
Abstractor: As Provided
Reference Count: N/A
ISSN: ISSN-0007-0998
Academic Buoyancy, Student's Achievement, and the Linking Role of Control: A Cross-Lagged Analysis of High School Students
Collie, Rebecca J.; Martin, Andrew J.; Malmberg, Lars-Erik; Hall, James; Ginns, Paul
British Journal of Educational Psychology, v85 n1 p113-130 Mar 2015
Background: Previous research has indicated that although academic buoyancy and student's achievement are associated, the relationship is relatively modest. Aims: We sought to determine whether another construct might link academic buoyancy and student's achievement. Based on prior theoretical and empirical work, we examined a sense of control as one possible linking mechanism. Sample: The study analysed data from 2,971 students attending 21 Australian high schools. Methods: We conducted a cross-lagged panel design as a first means of disentangling the relative salience of academic buoyancy, control, and achievement (Phase 1). Based upon these results, we proceeded with follow-up analyses of an ordered process model linking the constructs over time (Phase 2). Results: Findings showed that buoyancy and achievement were associated with control over time, but not with one another (Phase 1). In addition, control appeared to play a role in how buoyancy influenced achievement and that a cyclical process may operate among the three factors over time (Phase 2). Conclusion: The findings suggest that control may play an important role in linking past experiences of academic buoyancy and achievement to subsequent academic buoyancy and achievement.
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Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia