Rebecca J. Collie|Andrew J. Martin|Lars?Erik Malmberg|James Hall|Paul Ginns
Academic buoyancy, student's achievement, and the linking role of control: A cross-lagged analysis of high school students
UNSW Sydney|UNSW Sydney|University of Oxford|University of Oxford|University of Sydney
background previous research indicated although academic buoyancy students achievement associated relationship relatively modest aims sought determine whether another construct might link academic buoyancy students achievement based prior theoretical empirical work examined sense control one possible linking mechanism sample study analysed data 2971 students attending 21 australian high schools methods conducted crosslagged panel design first means disentangling relative salience academic buoyancy control achievement phase 1 based upon results proceeded followup analyses ordered process model linking constructs time phase 2 results findings showed buoyancy achievement associated control time one another phase 1 addition control appeared play role buoyancy influenced achievement cyclical process may operate among three factors time phase 2 conclusion findings suggest control may play important role linking past experiences academic buoyancy achievement subsequent academic buoyancy achievement