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Academic buoyancy in secondary school: Exploring patterns of convergence in English, mathematics, science, and physical education

机译:中学的学术浮力:探索英语,数学,科学和体育融合的模式

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摘要

Past research into the ability of students to ‘bounce back’ from everyday academic setback (academic buoyancy) has lacked sensitivity to the contexts in which children demonstrate this behavior. Here we aimed to contextualize past findings by reporting the results of an exploratory investigation that featured: (1) repeated measurement of students' self-reported buoyancy across English, mathematics, science, and physical education; (2) measures of students' psychological appraisal as a test of external validity; (3) a novel national context (England rather than Australia). In total 260 English secondary school students aged 11–16 years completed self-report questionnaires. Students were found to hold relatively consistent views about their ability to bounce back from everyday academic setbacks (e.g., negative feedback, poor results, study stress or pressure) compared to the relatively less consistent views they held regarding the difficulty of the four school subjects as well as corresponding personal competences and effort. These results are discussed in the context of past research, the implications for interventions, and the need for further confirmatory investigations.
机译:过去有关学生从日常学术挫折(学术浮力)中“反弹”的能力的研究对儿童表现出这种行为的环境缺乏敏感性。在这里,我们旨在通过报告一项探索性调查的结果来总结过去的发现,这些发现包括:(1)在英语,数学,自然科学和体育教育领域反复测量学生自我报告的浮力; (2)衡量学生心理评价的方法,以检验外部有效性; (3)新颖的国家背景(英国而不是澳大利亚)。总共260名11-16岁的英语中学学生完成了自我报告调查表。发现学生对他们从日常学术挫折中反弹的能力持有相对一致的看法(例如,负面反馈,差的成绩,学习压力或压力),而与他们对四个学校科目的难度所持的看法则相对不太一致。以及相应的个人能力和努力。这些结果将在过去的研究,干预措施的含义以及需要进行进一步确认性调查的背景下进行讨论。

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