The effect of culture and belief systems on students’ academic buoyancy

Abstract

Increasingly, learner motivation is implicated in student failure at universities. This has led to intense research into internal or external variables that might buoy resilience to failure. This research investigates the impact of strong cultural connectedness and strong belief systems on the academic buoyancy of international students studying at an Australian University. For this purpose, we surveyed 102 tertiary students at a Sydney university. Results demonstrate that, in the event of academic failure, students’ academic buoyancy remains high if they have support through strong cultural connections and from their belief systems. We further endeavored to identify if academic buoyancy was fed by intrinsic or extrinsic motivation. This research contributes to the understanding of the sources of strengths available to international students from primarily collective cultures studying overseas. There are implications for educational practice in terms of identifying students ‘at high risk’ if they are unable to draw strengths from cultural connections and belief systems.