A Review Study: The Association Between Academic Buoyancy and Test Anxiety

Benson, J., Moulin-Julian, M., Schwarzer, C., Seipp, B., & El-Zahhar, N. (1992). Cross validation of a revised test anxiety scale using multi-national samples. Advances in Test Anxiety Research, 7, 62–83.
Cassady, J. C. (2010). Anxiety in Schools: The Causes, Consequences, and Solutions for Academic Anxieties. Peter Lang.
Collie, R. J., Ginns, P., Martin, A. J., & Papworth, B. (2017). Academic buoyancy mediates academic anxiety’s effects on learning strategies: An investigation of English- and Chinese-speaking Australian students. Educational Psychology, 37(8), 947–964. https://doi.org/10.1080/01443410.2017.1291910
Demyttenaere, K., Bruffaerts, R., Posada-Villa, J., Gasquet, I., Kovess, V., & Lepine, J. P. (2004). World Health Organization (WHO) World Mental Health Survey Consortium. Prevalence, severity, and unmet need for treatment of mental disorders in the WHO, World Mental Health Surveys. Journal of the American Medical Association, 291, 2581–2590. https://doi.org/10.1001/jama.291.21.2581
DordiNejad, F. G., Hakimi, H., Ashouri, M., Dehghani, M., Zeinali, Z., Daghighi, M. S., & Bahrami, N. (2011). On the relationship between test anxiety and academic performance. Procedia - Social and Behavioral Sciences, 15, 3774–3778. https://doi.org/10.1016/j.sbspro.2011.04.372
Gerwing, T. G., Rash, J. A., Gerwing, A. M. A., Bramble, B., & Landine, J. (2015). Perceptions and Incidence of Test Anxiety. The Canadian Journal for the Scholarship of Teaching and Learning, 6(3), Article 3. https://doi.org/10.5206/cjsotl-rcacea.2015.3.3
Hagtvet, K. A., & Benson, J. (1997). The motive to avoid failure and test anxiety responses: Empirical support for integration of two research traditions. Anxiety, Stress, & Coping, 10(1), 35–57. https://doi.org/10.1080/10615809708249294
Hembree, R. (1988). Correlates, Causes, Effects, and Treatment of Test Anxiety. Review of Educational Research, 58(1), 47–77. https://doi.org/10.3102/00346543058001047
Hirvonen, R., Putwain, D. W., Määttä, S., Ahonen, T., & Kiuru, N. (2020). The role of academic buoyancy and emotions in students’ learning?related expectations and behaviours in primary school. British Journal of Educational Psychology, 90(4), 948–963. https://doi.org/10.1111/bjep.12336
Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign Language Classroom Anxiety. The Modern Language Journal, 70(2), 125–132. https://doi.org/10.2307/327317
In’nami, Y. (2006). The effects of test anxiety on listening test performance. System, 34(3), 317–340. https://doi.org/10.1016/j.system.2006.04.005
Iri, H., Hassanzadeh, R., & Asadi, J. (2021). Association of Academic Buoyancy with School-Related Anxiety and Social Participation among Students Educated via the Educational Approaches of Mizan and Regular Schools. International Journal of School Health, 8(4), 226–233. https://doi.org/10.30476/intjsh.2021.92760.1177
Khosravi, M. (2008). The relationship between personality factors and test anxiety among university students. International Journal of Behavioral Sciences, 2(1), 13–24.
Lei, W., Zhang, H., Deng, W., Wang, H., Shao, F., & Hu, W. (2021). Academic self-efficacy and test anxiety in high school students: A conditional process model of academic buoyancy and peer support. School Psychology International, 42(6), 616–637. https://doi.org/10.1177/01430343211039265
Lichtenfeld, S., Pekrun, R., Stupnisky, R. H., Reiss, K., & Murayama, K. (2012). Measuring students’ emotions in the early years: The Achievement Emotions Questionnaire-Elementary School (AEQ-ES). Learning and Individual Differences, 22(2), 190–201. https://doi.org/10.1016/j.lindif.2011.04.009
Lohiya, N., Kajale, N., Lohiya, N., Khadilkar, A., Khadilkar, V., Gondhalekar, K., & Agarkhedkar, S. (2021). Test Anxiety among School-Going Children and Adolescents, Factors Affecting and Impact on Quality of Life: A Multicenter Study. Indian Journal of Pediatrics, 88(9), 892–898. https://doi.org/10.1007/s12098-021-03676-x
Martin, A. J. (2007). Examining a multidimensional model of student motivation and engagement using a construct validation approach. British Journal of Educational Psychology, 77(2), 413–440. https://doi.org/10.1348/000709906X118036
Martin, A. J. (2009). Motivation and engagement across the academic life span: A developmental construct validity study of elementary school, high school, and university/college students. Educational and Psychological Measurement, 69(5), 794–824. https://doi.org/10.1177/0013164409332214
Martin, A. J. (2010). The motivation and engagement scale.Sydney: Lifelong Achievement Group. (www.lifelongachievement.com)
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. https://doi.org/10.1016/j.lindif.2013.06.006
Martin, A. J., & Marsh, H. W. (2006). Academic resilience and its psychological and educational correlates: A construct validity approach. Psychology in the Schools, 43(3), 267–281. https://doi.org/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(1), 53–83. https://doi.org/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(2), 168–184.
https://doi.org/10.1177/0734282907313767
Pekrun, R., Goetz, T., Frenzel, A. C., Barchfeld, P., & Perry, R. P. (2011). Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire (AEQ). Contemporary Educational Psychology, 36(1), 36–48.
https://doi.org/10.1016/j.cedpsych.2010.10.002
Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic Emotions in Students’ Self-Regulated Learning and Achievement: A Program of Qualitative and Quantitative Research. Educational Psychologist, 37(2), 91–105.
https://doi.org/10.1207/S15326985EP3702_4
Phillips, B. N. (1978). School stress and anxiety: Theory, research, and intervention (p. 165). Human Sciences Press.
Putwain, D., & Daly, A. L. (2014). Test anxiety prevalence and gender differences in a sample of English secondary school students. Educational Studies, 40(5), 554–570. https://doi.org/10.1080/03055698.2014.953914
Putwain, D. W., Beaumont, J., & Gallard, D. (2023). Adaptability vs. buoyancy: Which offers the greater protection against test anxiety and could relations be reciprocal? Learning and Individual Differences, 101, 102247. https://doi.org/10.1016/j.lindif.2022.102247
Putwain, D. W., Connors, L., Symes, W., & Douglas-Osborn, E. (2012). Is academic buoyancy anything more than adaptive coping? Anxiety, Stress, & Coping, 25(3), 349–358. https://doi.org/10.1080/10615806.2011.582459
Putwain, D. W., Daly, A. L., Chamberlain, S., & Sadreddini, S. (2016). Sink or swim: Buoyancy and coping in the cognitive test anxiety – academic performance relationship”. Educational Psychology, 36(10), 1807–1825.
https://doi.org/10.1080/01443410.2015.1066493
Putwain, D. W., Jansen, J., & van Alphen, T. (2023). Academic Buoyancy: Overcoming Test Anxiety and Setbacks. Journal of Intelligence, 11(3), Article 3. https://doi.org/10.3390/jintelligence11030042
Putwain, D. W., von der Embse, N. P., Rainbird, E. C., & West, G. (2021). The Development and Validation of a New Multidimensional Test Anxiety Scale (MTAS). European Journal of Psychological Assessment, 37(3), 236–246. https://doi.org/10.1027/1015-5759/a000604
Putwain, D. W., Wood, P., & Pekrun, R. (2022). Achievement emotions and academic achievement: Reciprocal relations and the moderating influence of academic buoyancy. Journal of Educational Psychology, 114(1), 108–126.
https://doi.org/10.1037/edu0000637
Qutaiba Agbaria, & Bdier, D. (2020). The Role of Self-Control, Social Support and (Positive and Negative Affects) in Reducing Test Anxiety among Arab Teenagers in Israel. Child Indicators Research, 13(3), 1023–1041. https://doi.org/10.1007/s12187-019-09669-9
Sarason, I. G., & Sarason, B. R. (1990). Test Anxiety. In H. Leitenberg (Ed.), Handbook of Social and Evaluation Anxiety (pp. 475–495). Springer US. https://doi.org/10.1007/978-1-4899-2504-6_16
Seligman, M. E. P., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American Psychologist, 55(1), 5–14. https://doi.org/10.1037/0003-066X.55.1.5
Thomas, C. L., Cassady, J. C., & Finch, W. H. (2018). Identifying Severity Standards on the Cognitive Test Anxiety Scale: Cut Score Determination Using Latent Class and Cluster Analysis. Journal of Psychoeducational Assessment, 36(5), 492–508. https://doi.org/10.1177/0734282916686004
Thomas, C. L., & Ozer, O. (2024). A cross-cultural latent profile analysis of university students’ cognitive test anxiety and related cognitive-motivational factors. Psychology in the Schools, 61(6), 2668–2693. https://doi.org/10.1002/pits.23186
von der Embse, N., Jester, D., Roy, D., & Post, J. (2018). Test anxiety effects, predictors, and correlates: A 30-year meta-analytic review. Journal of Affective Disorders, 227, 483–493. https://doi.org/10.1016/j.jad.2017.11.048
Wadi, M. M., Yusoff, M. S. B., Rahim, A. F. A., & Lah, N. A. Z. N. (2022). Factors influencing test anxiety in health professions education students: A scoping review. SN Social Sciences, 2(9), 174. https://doi.org/10.1007/s43545-022-00459-9
Yun, S., Hiver, P., & Al-Hoorie, A. H. (2018). Academic Buoyancy: Exploring Learners’ Everyday Resilience in the Language Classroom. Studies in Second Language Acquisition, 40(4), 805–830. https://doi.org/10.1017/s0272263118000037

(Li et al., 2024)
Li, D., Ahmad, N. A., & Roslan, S. (2024). A Review Study: The Association Between Academic Buoyancy and Test Anxiety. International Journal of Academic Research in Business and Social Sciences, 14(5), 1163–1170.

Copyright: © 2024 The Author(s)
Published by HRMARS (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seenavc at: http://creativecommons.org/licences/by/4.0/legalcode