Develop academic buoyancy to benefit achievement of students with mild anxiety¶

Strategy · All strategies
Evidence · 3 claims (3 for) · 1 study (1 associational), q3 · 0 of 1 report an effect size · 3 claims rest on one study

Description¶

The article's implications statement suggests "developing academic buoyancy can benefit the achievement of students with mild forms of anxiety", since buoyancy amplified performance most at low anxiety levels. Because the performance benefit of buoyancy declined at higher anxiety, buoyancy development is positioned as helpful for students facing everyday setbacks rather than severe anxiety.

Design Implications¶

Context¶

Requirements¶

• Requires students to experience only mild anxiety for buoyancy benefits to accrue

Constraints¶

• With higher anxiety, the differential benefit to performance offered by higher academic buoyancy diminished

Target Learners¶

• primary school students

Target Learning Goals¶

• mathematics achievement
• adaptive responses to academic setbacks

Claims¶

• Academic buoyancy moderates the relation between anxiety and mathematics test performance, with performance highest when anxiety is low and buoyancy high [+M]
• Anxiety negatively predicts subsequent mathematics test performance in primary school students when emotions are modeled simultaneously [+M]
• When enjoyment, boredom, and anxiety are modeled simultaneously, anxiety exerts the strongest predictive power for mathematics achievement [+M]

Related Strategies¶

• Reduce anxiety first when multiple achievement emotions co-occur

Examples¶

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Key Sources¶

• Putwain, D. W., Wood, P., & Pekrun, R. (2021). Achievement emotions and academic achievement: Reciprocal relations and the moderating influence of academic buoyancy. Journal of Educational Psychology. https://doi.org/10.1037/edu0000637