Comparison the Effectiveness of Academic Buoyancy and Emotion Regulation Training on Academic Meaning and Academic Adjustment [PDF]
پژوهش در نظامهای آموزشی, 2020 The aim of present study was comparison the effectiveness of academic buoyancy and emotion regulation training on academic meaning and academic adjustment.
Reza Azarian +2 more
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Gender differences in academic buoyancy among first-year undergraduate university students
Journal of Learning Development in Higher Education, 2023 First-year students at universities continue to experience adjustment challenges which are an indication of low academic buoyancy. Academic buoyancy is a student’s ability to succeed amidst academic difficulties and setbacks in academic settings.
Peter Aloka
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Achievement emotions and academic achievement: Reciprocal relations and the moderating influence of academic buoyancy. [PDF]
Journal of Educational Psychology, 2022 Control-value theory proposes that achievement emotions impact achievement, and that achievement outcomes (i.e., success and failure) reciprocally influence the development of achievement emotions. Academic buoyancy is an adaptive response to minor academic adversity, and might, therefore, offer protection from achievement being undermined by negative ...
David W. Putwain +2 more
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Association of Academic Buoyancy with School-Related Anxiety and Social Participation among Students Educated via the Educational Approaches of Mizan and Regular Schools [PDF]
International Journal of School Health, 2021 Background: Academic buoyancy can be a major factor in the psychological-educational perspective and can contribute to solving students’ problems in their school life.
Hamideh Iri +2 more
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Cognitive and metacognitive strategies, and academic buoyancy
International journal of health sciences, 2022 The present study was devised and implemented to examine the comparison of the effectiveness of teaching cognitive learning strategies and metacognitive learning strategies on the Academic Buoyancy of students in Tehran in the academic year 2020-2021.
Farzaneh Khojasteh +2 more
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Comparison of academic hope, academic buoyancy and academic engagement in students with and without learning disorder [PDF]
Ravānshināsī-i Afrād-i Istis̠nāyī, 2018 This research was conducted in order to compare academic hope, academic buoyancy and academic engagement in students with learning disabilities and ordinal students. The research method was causal-comparative.
yousef dehghani +2 more
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Adaptability: Does Students’ Adjustment to University Predict Their Mid-Course Academic Achievement and Satisfaction? [PDF]
, 2019 Individual differences in ‘adaptability’–cognitive, behavioural, and emotional adjustment in the face of change, novelty, and uncertainty–are theorised to influence students’ academic achievement and course satisfaction; although the literature examining
Collie, Rebecca +4 more
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Indigenous: Jurnal Ilmiah Psikologi, 2022 Abstract. The COVID-19 pandemic has impacted on the educational aspects of various levels of education, and several countries have shut schools nationwide affecting two-third of students worldwide. This change challenges the students who usually involved in face-to-face learning to switch to distance learning (online), and thus it influences their life
Yuniar Safriani, Abdul Muhid
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Academically buoyant students are less anxious about and perform better in high-stakes examinations. [PDF]
, 2015 BACKGROUND: Prior research has shown that test anxiety is negatively related to academic buoyancy, but it is not known whether test anxiety is an antecedent or outcome of academic buoyancy.
Barksdale-Ladd +77 more
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Investigating the reciprocal relations between academic buoyancy and academic adversity: Evidence for the protective role of academic buoyancy in reducing academic adversity over time [PDF]
International Journal of Behavioral Development, 2019 What is the relationship between academic buoyancy and academic adversity? For example, does the experience of academic adversity help build students’ academic buoyancy in school—or, does academic buoyancy lead to decreases in subsequent academic adversity?
Andrew J. Martin, Herbert W. Marsh
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