Academic buoyancy was not a term I had come across before until I read this recent piece of research.
Academic bouyancy refers to a students' ability to successfully overcome setbacks
and difficulties that are typical in the general course of everyday
academic life. It may symbolise an important factor on the
psycho-educational landscape, helping students who experience challenges at school and with schoolwork (Martin, 2012).
Martin (2012) assessed 87 students with ADHD, 3374 non-ADHD peers and 87 randomly selected non-ADHD students using the Academic Buoyancy Scale. Participants were also assessed for achievement, engagement, personality and socio-demographics.
Analysis of the data was significant, showing that high academic buoyancy had a positive influence on ADHD and non-ADHD students (Martin 2012).
Martin (2012) suggests that promotion of the 5Cs (confidence, coordination, commitment, control and composure) of academic buoyancy may prove useful for students with ADHD. However, the effect of intervention programmes based on promoting academic buoyancy have not been studied yet.
References:
Martin A.J. (2012). Academic buoyancy and academic outcomes: Towards a further understanding of students with attention-deficit/hyperactivity disorder (ADHD), students without ADHD, and academic buoyancy itself., The British journal of educational psychology, PMID: 24547755
