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Informazioni Bibliografiche
Nome campo	dettagli
Nuova numerazione	74411
Collocazione	UPS BIBL CENTR SL-II-499
Autore	MARTIN, A.J.
Titolo	Academic buoyancy and academic outcomes : towards a further understanding of students with attention‐deficit/hyperactivity disorder (ADHD), students without ADHD, and academic buoyancy itself. Parte componente di periodico
Descrizione fisica	pp. 86-107
Nota generale	Estratto da: British Journal of Educational Psychology 2014, 84, 1
Riassunto	Background: Academic buoyancy is students' capacity to successfully overcome setback and challenge that is typical of the ordinary course of everyday academic life. It may represent an important factor on the psycho‐educational landscape assisting students who experience difficulties in school and schoolwork. Aims: This study investigated the role of academic buoyancy in the achievement and cognitive, affective and behavioral engagement of (1) students with attention‐deficit/hyperactivity disorder (ADHD) and (2) ‘regular’ (or ‘general’) students residing in the same classrooms and schools. The study also sought to extend prior research into academic buoyancy by including previously neglected and potentially influential factors such as personality and socio‐economic status. Sample: Participants were n = 87 high school students with ADHD, n = 3374 non‐ADHD peers, and n = 87 randomly drawn non‐ADHD students. Method: Survey‐based data were analyzed using multigroup (ADHD, non‐ADHD, randomly weighted non‐ADHD) multivariate (multiple independent/covariate and dependent variables) path analysis. Results: The findings revealed a significant and positive association between academic buoyancy and outcomes for students with ADHD that generalized to non‐ADHD groups. On occasion where academic buoyancy effects differed between the groups, effects favored students with ADHD. Furthermore, academic buoyancy explained significant variance in outcomes for both groups of students after covariates (age, gender, parent education, language background, socio‐economic status, personality) were entered. Conclusion: It is concluded that there is merit in widely promoting and fostering academic buoyancy among ADHD and non‐ADHD students alike—and that academic buoyancy explains variance in outcomes beyond major intrapersonal factors such as personality, socio‐economic status, ethnicity, and the like.
Tipo di documento	RICERCA.
Soggetto	STUDENTI.
	SCUOLA SUPERIORE.
	IPERATTIVITÀ.
	DISTURBI.
	ATTENZIONE.
	RENDIMENTO.
	PROBLEMI SCOLASTICI.
Ambito	Pedagogico
Ambito	Psicologico
Titolo correlato	British Journal of Educational Psychology 2014, 84, 1.
Accesso online	http://ejournals.ebsco.com/direct.asp?ArticleID=44F6AD63DD7022082C99
Accesso online	http://web.b.ebscohost.com/ehost/detail/detail?sid=6b83d736-2131-4477-b42e-6ea1c13128bc%40sessionmgr198&vid=0&hid=115&bdata=Jmxhbmc9aXQmc2l0ZT1laG9zdC1saXZl#db=psyh&AN=2014-20391-009

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Academic buoyancy and academic outcomes : towards a further understanding of students with attention‐deficit/hyperactivity disorder (ADHD), students without ADHD, and academic buoyancy itself.