Abstract
Academic buoyancy refers to students’ capability of dealing with day-to-day obstacles in the school contexts. Previous studies have demonstrated that academic buoyancy is linked to optimal outcomes. However, limited research has been conducted to explore why academic buoyancy can predict positive academic functioning. This research examined the association of academic buoyancy with academic motivational dimensions and achievement among 393 Filipino high school students. The indirect effects of academic buoyancy on achievement via the intermediate variable - academic motivational orientations were explored. Findings showed that academic buoyancy was associated with higher levels of academic achievement as well as controlled and autonomous motivational orientations. Academic buoyancy had indirect effects on achievement via autonomous motivation. This means that intrinsic motivation serves as a potential mechanism through which academic buoyancy may be associated with perceived academic achievement. Findings of this research emphasize the academic benefits of cultivating students’ capability to deal with daily academic hassles.
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