The Influence of English as a Foreign Language Teachers’ Positive Mood and Hope on Their Academic Buoyancy: A Theoretical Review

Emotions are now considered critical elements of a successful education. In English as a Foreign Language (EFL) context, there are many challenges for teachers to deal with. Hence, it is necessary to take their emotions into consideration. Despite many studies in this area, researching teachers’ positive mood, hope, and academic buoyancy has been left less attended. Trying to introduce this line, the present study reviewed the definitions, related concepts, theories, and previous studies done on these three variables in detail. It also touched upon the origins of researching emotion in educational contexts describing different schools of psychology. Additionally, the study offered some practical implications for EFL teachers, students, policy-makers, teacher trainers, and researchers. Finally, it enumerated the existing gaps in this area and made a number of research suggestions for future research.

Penerapan Self Determination Theory: Peran Dukungan Orangtua Terhadap Academic Buoyancy Siswa Menjalani Pembelajaran Jarak Jauh

The Covid-19 pandemic has made students unable to carry out the teaching and learning process as usual. There are restrictions on physical meetings and the implementation of the emergency curriculum. It creates challenges and learning problems for students. It takes the ability to overcome it or what is known as academic buoyancy. The study aims to examine the role of parents in the academic buoyancy of students undergoing distance learning from the point of view of self-determination theory. Participants in this study were 215 students aged 12-15 years. The measuring tools in this study were the Parents as Social Context Questionnaire and the Academic Buoyancy Scale. The results show that each dimension of parental support and the three dimensions simultaneously have a role in shaping the ability to overcome academic barriers or academic buoyancy in children. The results of this study imply the importance of support from parents in the form of autonomy support, structure and involvement in shaping children's abilities to overcome academic barriers or academic buoyancy.

Validation of academic buoyancy scale in the Indian context

The point of this investigation was to approve the Academic Buoyancy Scale in the Indian context. This examination was directed in the Kapurthala region, Punjab, India. data of 135 senior secondary students of different streams (science, commerce and humanities) from various schools were gathered. PFA and CFA came about into the development of two components in the scale. The estimations of various assessments were huge at normalized standards. The reliability of the tool in the Indian context was very good and acceptable. This scale was well adapted in the Indian context.

The Academic Buoyancy Scale: Measurement Invariance across Culture and Gender in Egyptian and Omani Undergraduates

<p style="text-align: justify;">The academic buoyancy scale (ABS) is one of the most widely used instruments for measuring academic buoyancy. To obtain meaningful and valid comparisons across groups using ABS, however, measurement invariance should be ascertained a priori. To that end, we examined its measurement invariance, validity evidence based on relations to other variables, and score reliability using categorical omega across culture and gender among Egyptian and Omani undergraduates. Participants were 345 college students: Egyptian sample (N=191) and Omani sample (N=154). To assess measurement invariance across culture and gender, multiple–group confirmatory factor analysis was performed with four successive invariance models: (a) configural, (b) metric, (c) scalar, and (d) residual. Results revealed that the unidimensional baseline model had adequate fit to the data in the full sample. Moreover, measurement invariance was found to hold across culture but not across gender and consequently the ABS could be used to yield valid cross-cultural comparisons between the Egyptian and Omani students. Conversely, it cannot be used to yield valid inferences related to comparing gender groups within each culture. Validity evidence based on relations to other variables was supported by the significantly moderate correlation between ABS and academic achievement (GPA; r =.435 and r = .457, P < .01) for the Egyptian and Omani samples, respectively. With regard to score reliability, categorical omega coefficients were moderate across both samples. Educational and psychological implications, limitations and suggestions for improving the scale are discussed.</p>

TP8.2.2 Surgical Escape Rooms: A Novel Approach to identifying and addressing Resilience and Academic Buoyancy

Introduction Traditional Simulation is useful practice for real life scenarios whilst Surgical Escape Rooms (ER) assess other elements. Resilience contributes to physical and emotional wellbeing as well as the development of coping strategies. Consistent short-term Academic Buoyancy levels can have an impact on long-term levels of Resilience. Method Two groups of 4th year medical students were given the validated Brief Resilience Scale (BRS) and the Academic Buoyancy Scale (ABS) before and after. The first group completed the Surgical ER whilst the second group completed a Surgical Simulation. During the ER session, participants were assessed by multiple, independent assessors on 4 parameters - participation, objective display of frustration/stress, interaction with the team and definitive decisions taken. These were then correlated with their initial self-assessments scores. Result The ER group ABS Scores improved (3.45 to 3.8; Range 0-4) whilst BRS scores decreased (4.5 to 3.9; Range 0-5). The Simulation group ABS scores decreased (3.4 to 2.9) whilst BRS scores improved (2.9 to 3.2). Scores became more polarised across all groups. Participants who scored low on the BRS/ABS displayed lower levels of participation, team interaction and fewer definitive actions taken but also displayed fewer indicators of overt stress in comparison to their higher scoring counterparts. Conclusion Escape Rooms are useful in challenging individuals to improve problem solving skills and encourage lateral thinking. It would be useful to incorporate ER’s in the early stages of training to build confidence and reduce the immediate negative impact of Simulation at later stages.

Academic self-efficacy and test anxiety in high school students: A conditional process model of academic buoyancy and peer support

Based on social cognitive theory and ecological systems theory, this study constructed a conditional process model to explore the relationship between academic self-efficacy and test anxiety as well as underlying psychological mechanisms through academic buoyancy and peer support. A sample of Chinese high school students ( N = 560) completed questionnaires assessing academic self-efficacy, academic buoyancy, peer support, and test anxiety. Structural equation modeling (SEM) revealed an indirect effect of academic self-efficacy on test anxiety through academic buoyancy. Moreover, the results of the conditional process analysis demonstrated that this indirect effect was moderated by peer support. The findings suggested that both personal positive psychological characteristics (e.g., academic buoyancy) and school environmental factors (e.g., peer support) are protective factors for test anxiety in high school students. Limitations and implications for future research are discussed.

EFL/ESL Teacher’s Resilience, Academic Buoyancy, Care, and Their Impact on Students’ Engagement: A Theoretical Review

Teachers’ emotions and inner states play a crucial role in academia as they affect almost all aspects of their job. Language teaching as a stressful and tense profession is full of adversities and traumatic experiences, mandating teachers to be psychologically tough aside from their pedagogical readiness. In tune with this, the current study provides an overview of this area of research drawing on positive psychology and four fresh constructs, namely, resilience, buoyancy, care, and students’ engagement. More particularly, this review article presents the definitions, conceptualizations, dimensions, cognate terms, and influential factors related to each construct. Next, related empirical studies are reviewed to justify the results and position the current article in the body of knowledge in this domain. Finally, implications, gaps, and recommendations for future research are presented.