1,951
Views
50
CrossRef citations to date
0
Altmetric
Part I: Asia-based cross-cultural comparisons with regards to academic resilience

Young people’s academic buoyancy and adaptability: a cross-cultural comparison of China with North America and the United Kingdom

, , &
Pages 930-946 | Received 04 Dec 2015, Accepted 13 Jun 2016, Published online: 04 Jul 2016

References

  • Australian Department of Prime Minister and Cabinet. (2012). Australia in the Asian century: White paper. Canberra: Australian Government Publishing.
  • Burns, E. C., & Martin, A. J. (2014). ADHD and adaptability: The roles of cognitive, behavioural, and emotional regulation. Australian Journal of Guidance and Counselling, 24, 227–242. 10.1017/jgc.2014.17
  • Chen, F. F. (2007). Sensitivity of goodness of fit indices to lack of measurement invariance. Structural Equation Modeling, 14, 464–504.10.1080/10705510701301834
  • Collie, R. J., Martin, A. J., Malmberg, L.-E., Hall, J., & Ginns, P. (2015). Academic buoyancy, student’s achievement, and the linking role of control: A cross-lagged analysis of high school students. British Journal of Educational Psychology, 85, 113–130. 10.1111/bjep.12066
  • Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74, 59–109. 10.3102/00346543074001059
  • Green, J., Martin, A. J., & Marsh, H. W. (2007). Motivation and engagement in English, mathematics and science high school subjects: Towards an understanding of multidimensional domain specificity. Learning and Individual Differences, 17, 269–279.10.1016/j.lindif.2006.12.003
  • Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. London: Routledge.
  • Hau, K. T., & Ho, I. T. (2008). Editorial: Insights from research on Asian students’ achievement motivation. International Journal of Psychology, 43, 865–869. 10.1080/00207590701838030
  • Hau, K. T., & Ho, I. T. (2010). Chinese students’ motivation and achievement. In M. H. Bond (Ed.), The Oxford handbook of Chinese psychology (pp. 187–204). New York, NY: Oxford University Press. http://dx.doi.org/10.1093/oxfordhb/9780199541850.013.0014
  • Heckhausen, J., Wrosch, C., & Schulz, R. (2010). A motivational theory of life-span development. Psychological Review, 117, 32–60.10.1037/a0017668
  • Hofäcker, D., Buchholz, S., & Blossfeld, H.-P. (2010). Globalization, institutional filters and changing life course patterns in modern societies: A summary of the results from the GLOBALIFE-project. In R. K. Silbereisen & X. Chen (Eds.), Social change and human development: Concept and results (pp. 101–124). London: Sage. 10.4135/9781446252161.n5
  • International Test Commission. (2000). International guidelines for test use. Retrieved from www.intestcom.org/itc_projects.htm
  • Jöreskog, K. G., & Sörbom, D. (2006). LISREL 8.80 for Windows. Lincolnwood, IL: Scientific Software International.
  • Leung, D. Y. P., Ginns, P., & Kember, D. (2008). Examining the cultural specificity of approaches to learning in universities in Hong Kong and Sydney. Journal of Cross-Cultural Psychology, 39, 251–266. 10.1177/0022022107313905
  • Liem, G. A., & Martin, A. J. (2012). The motivation and engagement scale: Theoretical framework, psychometric properties, and applied yields. Australian Psychologist, 47, 3–13. 10.1111/j.1742-9544.2011.00049.x
  • Lucio, R., Hunt, E., & Bornovalova, M. (2012). Identifying the necessary and sufficient number of risk factors for predicting academic failure. Developmental Psychology, 48, 422–428. 10.1037/a0025939
  • Malmberg, L.-E., Hall, J., & Martin, A. J. (2013). Academic buoyancy in secondary school: Exploring patterns of convergence in mathematics, science, English and physical education. Learning and Individual Differences, 23, 262–266. 10.1016/j.lindif.2012.07.014
  • Malmberg, L.-E., Woolgar, C., & Martin, A. J. (2013). Quality of the learning experience questionnaire (LEQ) for personal digital assistants (PDAs). International Journal of Quantitative Research in Education, 1, 275–296.10.1504/IJQRE.2013.057689
  • Marsh, H. W., Hau, K.-T., Artelt, C., Baumert, J., & Peschar, J. L. (2006). OECD’s brief self-report measure of educational psychology’s most useful affective constructs: Cross-cultural, psychometric comparisons across 25 countries. International Journal of Testing, 6, 311–360. 10.1207/s15327574ijt0604_1
  • Martin, A. J. (2005). Exploring the effects of a youth enrichment program on academic motivation and engagement. Social Psychology of Education, 8, 179–206. 10.1007/s11218-004-6487-0
  • Martin, A. J. (2007). Examining a multidimensional model of student motivation and engagement using a construct validation approach. British Journal of Educational Psychology, 77, 413–440. 10.1348/000709906X118036
  • Martin, A. J. (2008). Enhancing student motivation and engagement: The effects of a multidimensional intervention. Contemporary Educational Psychology, 33, 239–269. 10.1016/j.cedpsych.2006.11.003
  • Martin, A. J. (2009). Motivation and engagement across the academic lifespan: A developmental construct validity study of elementary school, high school, and university/college students. Educational and Psychological Measurement, 69, 794–824. 10.1177/0013164409332214
  • Martin, A. J. (2010). The motivation and engagement scale. Sydney: Lifelong Achievement Group. Retrieved from www.lifelongachievement.com
  • Martin, A. J. (2013). Academic buoyancy and academic resilience: Exploring ‘everyday’ and ‘classic’ resilience in the face of academic adversity. School Psychology International, 34, 488–500. 10.1177/0143034312472759
  • Martin, A. J. (2014). Academic buoyancy and academic outcomes: Towards a further understanding of students with attention-deficit/hyperactivity disorder (ADHD), students without ADHD, and academic buoyancy itself. British Journal of Educational Psychology, 84, 86–107. 10.1111/bjep.12007
  • Martin, A. J., Colmar, S. H., Davey, L. A., & Marsh, H. W. (2010). Longitudinal modeling of academic buoyancy and motivation: Do the ‘5Cs’ hold up over time? British Journal of Educational Psychology, 80, 473–496. 10.1348/000709910X486376
  • Martin, A. J., Ginns, P., Brackett, M. A., Malmberg, L.-E., & Hall, J. (2013). Academic buoyancy and psychological risk: Exploring reciprocal relationships. Learning and Individual Differences, 27, 128–133. 10.1016/j.lindif.2013.06.006
  • Martin, A. J., & Hau, K.-T. (2010). Achievement motivation amongst Chinese and Australian school students: Assessing differences of kind and differences of degree. International Journal of Testing, 10, 274–294. 10.1080/15305058.2010.482220
  • Martin, A. J., & Marsh, H. W. (2006). Academic resilience and its psychological and educational correlates: A construct validity approach. Psychology in the Schools, 43, 267–281. 10.1002/pits.20149
  • Martin, A. J., & Marsh, H. W. (2008a). Academic buoyancy: Towards an understanding of students’ everyday academic resilience. Journal of School Psychology, 46, 53–83. 10.1016/j.jsp.2007.01.002
  • Martin, A. J., & Marsh, H. W. (2008b). Workplace and academic buoyancy: Psychometric assessment and construct validity amongst school personnel and students. Journal of Psychoeducational Assessment, 26, 168–184. 10.1177/0734282907313767
  • Martin, A. J., & Marsh, H. W. (2009). Academic resilience and academic buoyancy: Multidimensional and hierarchical conceptual framing of causes, correlates and cognate constructs. Oxford Review of Education, 35, 353–370. 10.1080/03054980902934639
  • Martin, A. J., Nejad, H., Colmar, S., & Liem, G. A. D. (2012). Adaptability: Conceptual and empirical perspectives on responses to change, novelty and uncertainty. Australian Journal of Guidance and Counselling, 22, 58–81. 10.1017/jgc.2012.8
  • Martin, A. J., Nejad, H. G., Colmar, S., & Liem, G. A. D. (2013). Adaptability: How students’ responses to uncertainty and novelty predict their academic and non-academic outcomes. Journal of Educational Psychology, 105, 728–746. 10.1037/a0032794
  • Martin, A. J., Nejad, H. G., Colmar, S., & Liem, G. A. D. (2014). From measurement to modeling: A case study of the development and implementation of the adaptability scale. London: Sage.
  • Martin, A. J., Nejad, H. G., Colmar, S., Liem, G. A. D., & Collie, R. (2015). The role of adaptability in promoting control and reducing failure dynamics: A mediation model. Learning and Individual Differences, 38, 36–43.10.1016/j.lindif.2015.02.004
  • Martin, A. J., Papworth, B., Ginns, P., Malmberg, L.-E., Collie, R., & Calvo, R. A. (2015). Real-time motivation and engagement during a month at school: Every moment of every day for every student matters. Learning and Individual Differences, 38, 26–35. 10.1016/j.lindif.2015.01.014
  • Martin, A. J., Yu, K., & Hau, K.-T. (2013). Motivation and engagement in the ‘Asian Century’: A comparison of Chinese students in Australia, Hong Kong, and Mainland China. Educational Psychology, 34, 417–439. 10.1080/01443410.2013.814199
  • Martin, A. J., Yu, K., Papworth, B., Ginns, P., & Collie, R. J. (2014). Motivation and engagement in USA, Canada, United Kingdom, Australia, and China: Testing a multidimensional framework. Journal of Psychoeducational Assessment, 33, 103–114. 10.1177/0734282914546287
  • McInerney, V., McInerney, D. M., & Marsh, H. W. (1997). Effects of metacognitive strategy training within a cooperative group learning context on computer achievement and anxiety: An aptitude-treatment interaction study. Journal of Educational Psychology, 89, 686–695. 10.1037/0022-0663.89.4.686
  • Meredith, W. (1993). Measurement invariance, factor analysis and factorial invariance. Psychometrika, 58, 525–543. 10.1007/BF02294825
  • Muthén, L. K., & Muthén, B. O. (2014). Mplus user’s guide. Los Angeles, CA: Muthén & Muthén.
  • O’Mara, A. J., Marsh, H. W., Craven, R. G., & Debus, R. (2006). Do self-concept interventions make a difference? A synergistic blend of construct validation and meta-analysis. Educational Psychologist, 41, 181–206. 10.1207/s15326985ep4103_4
  • OECD. (2011). Divided we stand: Why income inequality keeps growing. Retrieved from www.oecd.org/els/social/inequality
  • Peterson, R. A., & Brown, S. P. (2005). On the use of beta coefficients in meta-analysis. Journal of Applied Psychology, 90, 175–181. 10.1037/0021-9010.90.1.175
  • Putwain, D., Chamberlain, S., Daly, A. L., & Sadreddini, S. (2014). Reducing test anxiety among school-aged adolescents: a field experiment. Educational Psychology in Practice, 30, 420–440. 10.1080/02667363.2014.964392
  • Putwain, D. W., Connors, L., Symes, W., & Douglas-Osborn, E. (2012). Is academic buoyancy anything more than adaptive coping? Anxiety, Stress and Coping: An International Journal, 25, 349–358.10.1080/10615806.2011.582459
  • Putwain, D. W., & Daly, A. L. (2013). Do clusters of test anxiety and academic buoyancy differentially predict academic performance? Learning and Individual Differences, 27, 157–162. 10.1016/j.lindif.2013.07.010
  • Segall, M. H., Lonner, W. J., & Berry, J. W. (1998). Cross-cultural psychology as a scholarly discipline. American Psychologist, 53, 1101–1110. 10.1037/0003-066X.53.10.1101
  • Tomasik, M. J., Silbereisen, R. K., & Heckhausen, J. (2010). Is it adaptive to disengage from demands of social change? Adjustment to developmental barriers in opportunity-deprived regions. Motivation and Emotion, 34, 384–398. 10.1007/s11031-010-9177-6
  • VandenBos, G. R. (Ed.). (2007). American psychological association dictionary of psychology. Washington, DC: American Psychological Association.
  • World Bank. (2015). China: Overview. Retrieved from www.worldbank.com/en/country/china/overview
  • Xie, Y. & Zhou, X. (2014). Income inequality in today’s China. Proceedings of the National Academy of Sciences, 111, 6928–6933.10.1073/pnas.1403158111
  • Yang, C. F. (1991). A review of studies on self in Hong Kong and Taiwan. In C. F. Yang & H. S. R. Kao (Eds.), Chinese and Chinese heart (pp. 15–92). Taipei: Yuan Liu (in Chinese).
  • Yang, J., Huang, X., & Li, X. (2009). Educational inequality and income inequality: An empirical study on China. Frontiers of Education in China, 4, 413–434.10.1007/s11516-009-0022-1
  • Yu, K., & Martin, A. J. (2014). Personal best (PB) and ‘classic’ achievement goals in the Chinese context: their role in predicting academic motivation, engagement and buoyancy. Educational Psychology: An International Journal of Experimental Educational Psychology, 34, 635–658. 10.1080/01443410.2014.895297
  • Zhang, G., & Zhao, Y. (2014). Achievement gap in China. In J. V. Clark (Ed.), Closing the achievement gap from an international perspective (pp. 217–228). London: Springer.10.1007/978-94-007-4357-1

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.