Adaptability vs. buoyancy: Which offers the greater protection against test anxiety and could relations be reciprocal?

Putwain, David W.; Beaumont, Joanna; Gallard, Diahann

doi:10.1016/j.lindif.2022.102247

Cited by 6 publications

(2 citation statements)

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“…In other words, the more ready adolescents feel they are for the transition, the less anxiety they experience, although only to a small extent, and some level of anxiety may still be present during the school transition. While the present study results concerning the correlations between PSTRS and anxiety also concur with a recent study examining the correlation between anxiety and adaptability (Putwain et al, 2023), these results are different than existing research on academic buoyancy (a salient negative predictor of anxiety) which shows high negative correlations with anxiety (Martin, 2013; Martin & Marsh, 2008). Thus, further research is warranted to understand this relationship.…”

Section: Discussioncontrasting

confidence: 53%

Preliminary development and validation of the positive school transition readiness survey (PSTRS)

Bharara,

Duncan

2023

Psychology in the Schools

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The transition to secondary school can be a challenging period for adolescents. Although several questionnaires exist to measure transition‐related concerns, there is a need to develop a comprehensive survey for assessing the knowledge and skills that adolescents require to adapt effectively to a new school. Thus, the purpose of this study was to develop and investigate the psychometric properties of a preliminary self‐report tool (PSTRS) for identifying the presence or absence of factors that facilitate transition to secondary school and are important for adolescent understanding of well‐being. The PSTRS was developed in a series of stages that involved a systematic review of the school transition literature, a review of psychometric scales, empirical data of adolescents' well‐being conceptualizations, expert reviews, and a pilot study. Seventy‐one items were compiled to collect information on 20 school, social, physical, psychological, and spiritual components. Cronbach's alpha for the survey was 0.943 in a sample of Year 8 NZ intermediate school students (N = 471). Test–retest reliability was 0.866 in a subsample of 121 participants. Single‐measures ICCs of subscales ranged from 0.501 to 0.943. The PC analysis resulted in a three‐component factor structure. The PSTRS and its subscales positively correlated with well‐being and negatively correlated with anxiety. Overall, PSTRS appears to be a reliable and valid tool for determining adolescent readiness to transition to secondary school. PSTRS data may be useful for researchers, school professionals, psychologists, and policymakers to better understand positive school transitions. Implications for future research and practice are discussed.

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Section: Discussioncontrasting

confidence: 53%

Preliminary development and validation of the positive school transition readiness survey (PSTRS)

Bharara,

Duncan

2023

Psychology in the Schools

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“…Penelitian sebelumnya tentang academic buoyancy berkaitan erat dengan hasil akademik dan psikologis seseorang yaitu kecemasan, prestasi akademik, ketakutan kegagalan dan juga pengalaman motivasi positif (Nesvita, 2021). Berdasarkan penelitian dari Putwain et al (2022) menyatakan bahwa dari 1198 partisipan menjelaskan bahwa siswa yang memiliki academic buoyancy yang baik dan juga kemampuan dalam beradaptasi maka akan melindung siswa dari kecemasan saat menghadapi ujian dikarenakan sudah dapat mengatur emosi, kognisi dan juga perilaku siswa tersebut. Lebih lanjut Putwain dkk menyatakan bahwa seseorang yang memiliki kemampuan buoyancy yang baik maka ia mampu mengatasi kesulitan untuk merespon tekanan secara positif, bertahan dengan bekerja keras, mengatur tenggat waktu, meningkatkan nilai, memulihkan motivasi dan mengatasi hubungan yang sulit dengan baik sehingga buoyancy merupakan aspek psikologis yang membantu seseorang untuk berkembang.…”

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Perbandingan Academic Buoyancy Mahasiswa yang Bekerja dan Tidak Bekerja

Rusmono,

Widyastika

2024

wacana

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The world of college is familiar with working students, but working students have several difficulties carrying out their academic demands. This research aims to determine whether there is a difference in academic buoyancy between working and non-working students in Kendal. The research sample was taken using a disproportionate stratified random sampling technique with a sample size of 124 students. This research uses a quantitative approach with a comparative method. The measuring tool used is the academic buoyancy scale, distributed using Google Forms. Data analysis used the independent sample t-test data analysis technique by comparing the mean results of each group. The results of the research in the t-test for equality of means show a significance of 0.001 < 0.05, indicating significant differences between the two groups, so the research hypothesis is accepted. Moreover, if the data is analyzed for each aspect of academic buoyancy, the differences between working and nonworking students become clearer (Sig. < 0.005).

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An Investigation into Chinese English Teachers’ Organizational Commitment: Do Emotion Regulation and Workplace Buoyancy Matter?

Zhi,

Derakhshan

2024

Asia-Pacific Edu Res

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Adaptability vs. buoyancy: Which offers the greater protection against test anxiety and could relations be reciprocal?

Cited by 6 publications

References 58 publications

Preliminary development and validation of the positive school transition readiness survey (PSTRS)

Preliminary development and validation of the positive school transition readiness survey (PSTRS)

Perbandingan Academic Buoyancy Mahasiswa yang Bekerja dan Tidak Bekerja

An Investigation into Chinese English Teachers’ Organizational Commitment: Do Emotion Regulation and Workplace Buoyancy Matter?

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