Is academic buoyancy anything more than adaptive coping?

Dave W Putwain, Liz Connors, Wendy Symes, Erica Douglas-Osborn

Research output: Contribution to journalArticle (journal)peer-review

92 Citations (Scopus)


Academic buoyancy refers to a positive, constructive, and adaptive response to the types of challenges and setbacks experienced in a typical and everyday academic setting. In this project we examined whether academic buoyancy explained any additional variance in test anxiety over and above that explained by coping. Two hundred and ninety-eight students in their final two years of compulsory schooling completed self-report measures of academic buoyancy, coping, and test anxiety. Results suggested that buoyancy was inversely related to test anxiety and unrelated to coping. With the exception of test-irrelevant thoughts, test anxiety was positively related to avoidance coping and social support. Test-irrelevant thoughts were inversely related to task focus, unrelated to social support, and positively related to avoidance. A hierarchical regression analysis showed that academic buoyancy explained a significant additional proportion of variance in test anxiety when the variance for coping had already been accounted for. These findings suggest that academic buoyancy can be considered as a distinct construct from that of adaptive coping.
Original languageEnglish
Pages (from-to)349-358
JournalAnxiety, Stress & Coping
Issue number3
Publication statusPublished - 2012


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