Social support, academic adversity and academic buoyancy: a person-centred analysis and implications for academic outcomes

Abstract

The present study employed person-centred analyses that enabled identification of groups of students separated on the basis of their perceptions of social support (home and community), academic support, academic adversity and academic buoyancy. Among a sample of 249 young people, including many from high-needs communities, cluster analysis revealed three distinct groups of students: the thriver, supported struggler and at-risk struggler. We compared the three groups on their academic motivation. Analyses revealed significant differences between groups in adaptive motivation outcomes, but no differences in impeding or maladaptive motivation outcomes. Combined, the results speak to the importance of support and academic buoyancy for positive student outcomes.

Keywords:

• Academic buoyancy
• academic adversity
• social support
• academic support
• person-centred
• cluster analysis

Acknowledgment

Thanks are extended to the Spencer Foundation (funding the research) and participating schools and community centres.

Disclosure statement

No potential conflict of interest was reported by the authors.