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

Background
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


Ministry reporting: Yes

Reporting Year: 2020

JUFO rating: 2


Last updated on 2021-17-09 at 16:49