Academic buoyancy among female secondary school students: An examination of predictors and outcomes up to age 22

IF 3.2 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL Social Psychology of Education Pub Date : 2023-09-11 DOI:10.1007/s11218-023-09843-6

Rebecca J. Collie, Kate Caldecott-Davis, Andrew J. Martin

引用次数: 0

Abstract

Abstract We investigated academic buoyancy—and its predictors and outcomes—among female students attending all-girls and coeducational schools. We examined data from 1,254 female students. Structural equation modeling revealed that students’ perceptions of three instructional climate factors (teacher-student relationships, useful content, engaging content) were positively associated with their learning strategies (elaboration, memorization, control) and achievement and, in turn, academic buoyancy (assessed one year later) in similar ways across the two school types. In turn, learning strategies, achievement, and academic buoyancy were associated with academic, well-being, and occupational outcomes assessed up to age 22 in different ways. Together, the findings provide understanding about academic buoyancy among girls, provide guidance for how teachers can support buoyancy and other personal attributes among girls, and yield knowledge about the longer-term outcomes of academic buoyancy.

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女中学生的学业浮力:对22岁以前的预测因素和结果的检验

摘要:我们调查了在女子学校和男女同校就读的女学生的学业浮力及其预测因素和结果。我们调查了1254名女学生的数据。结构方程模型显示，在两种学校类型中，学生对三个教学气候因素(师生关系、有用的内容、吸引人的内容)的感知与他们的学习策略(阐述、记忆、控制)和成就呈正相关，进而与学术浮力(一年后评估)呈正相关。反过来，学习策略、成就和学业活跃度与22岁之前的学业、幸福感和职业结果有不同的联系。总的来说，这些发现提供了对女孩学业浮力的理解，为教师如何支持女孩的浮力和其他个人特质提供了指导，并提供了关于学业浮力的长期结果的知识。

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来源期刊

Social Psychology of Education PSYCHOLOGY, EDUCATIONAL-

CiteScore

5.40

自引率

3.40%

发文量

期刊介绍： The field of social psychology spans the boundary between the disciplines of psychology and sociology and has traditionally been associated with empirical research. Many studies of human behaviour in education are conducted by persons who identify with social psychology or whose work falls into the social psychological ambit. Several textbooks have been published and a variety of courses are being offered on the `social psychology of education'', but no journal has hitherto appeared to cover the field. Social Psychology of Education fills this gap, covering a wide variety of content concerns, theoretical interests and research methods, among which are: Content concerns: classroom instruction decision making in education educational innovation concerns for gender, race, ethnicity and social class knowledge creation, transmission and effects leadership in schools and school systems long-term effects of instructional processes micropolitics of schools student cultures and interactions teacher recruitment and careers teacher- student relations Theoretical interests: achievement motivation attitude theory attribution theory conflict management and the learning of pro-social behaviour cultural and social capital discourse analysis group dynamics role theory social exchange theory social transition social learning theory status attainment symbolic interaction the study of organisations Research methods: comparative research experiments formal observations historical studies literature reviews panel studies qualitative methods sample surveys For social psychologists with a special interest in educational matters, educational researchers with a social psychological approach.