A1 Journal article (refereed)
The role of academic buoyancy and emotions in students’ learning‐related expectations and behaviours in primary school (2020)
Hirvonen, R., Putwain, D. W., Määttä, S., Ahonen, T., & Kiuru, N. (2020). The role of academic buoyancy and emotions in students’ learning‐related expectations and behaviours in primary school. British Journal of Educational Psychology, 90(4), 948-963. https://doi.org/10.1111/bjep.12336
JYU authors or editors
Publication details
All authors or editors: Hirvonen, Riikka; Putwain, David W.; Määttä, Sami; Ahonen, Timo; Kiuru, Noona
Journal or series: British Journal of Educational Psychology
ISSN: 0007-0998
eISSN: 2044-8279
Publication year: 2020
Volume: 90
Issue number: 4
Pages range: 948-963
Publisher: John Wiley & Sons; British Psychological Society
Publication country: United Kingdom
Publication language: English
DOI: https://doi.org/10.1111/bjep.12336
Publication open access: Not open
Publication channel open access:
Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/67285
Abstract
Academic buoyancy refers to students’ ability to come through ordinary challenges they face in the academic context, and it can positively contribute to students’ beliefs and behaviours in learning situations. Although buoyancy has been found to be related to positive academic outcomes, previous studies have not examined how buoyancy influences academic emotions in learning situations and how these emotions further affect students’ learning‐related expectations and behaviours.
Aims
This study investigated to what extent academic buoyancy predicts students’ failure expectations, avoidance behaviour, and task‐oriented planning in learning situations, and to what extent academic emotions mediate the effect of academic buoyancy on these expectations and behaviours.
Sample
A total of 845 Finnish students in the sixth grade of primary school.
Methods
Self‐report data for academic buoyancy and academic emotions in the autumn semester and learning‐related expectations and behaviours in the spring semester were analysed using structural equation modelling, controlling for gender, grade point average, and previous levels of learning‐related expectations and behaviours.
Results
The findings showed that high academic buoyancy indirectly predicted lower avoidance behaviour, fewer failure expectations, and higher task‐oriented planning via academic emotions. High academic buoyancy was related to high enjoyment and hope as well as low boredom and hopelessness, which further predicted low failure expectations. High hope and low boredom also predicted low avoidance behaviour, and high hope was associated with high task‐oriented planning.
Conclusions
The findings suggest that academic buoyancy supports positive expectations and adaptive behaviours in learning situations through the regulation of emotions.
Keywords: pupils; emotions; behavioural patterns; failure; expectations; learning; comprehensive school
Free keywords: academic buoyancy; academic emotions; avoidance behaviour; failure expectations; learning-related behaviours; primary school; task-oriented planning
Contributing organizations
Related projects
- Students’ achievement strategies during the transition from primary school to lower
secondary school: Associations with motivation, temperament, executive function, and
academic buoyancy- Hirvonen, Riikka
- Research Council of Finland
- The role of learning difficulties, temperament, and interpersonal relationships in early adolescents' academic adjustment: A multilevel and experimental study
- Ahonen, Timo
- Research Council of Finland
Ministry reporting: Yes
Reporting Year: 2020
JUFO rating: 2
