Background: Academic buoyancy is the ability of students to successfully tackle everyday academic challenges in the form of assignments, grades, evaluation exams, deadlines and so on. The original scale was validated on school students by Martin and Marsh (2008). However, university students face similar challenges in their academic life and while the academic buoyancy scale has been used in the university and Indian context; it has not yet been validated.
Methods: To overcome this gap, we set out to validate the 4 item scale on undergraduate students of a private university located in northern region of India. In the first phase of this ongoing research, using random sampling, we collected data from N=203 undergraduate students via both offline and electronic survey.
Findings: We analysed our data using Exploratory factor analysis (EFA) which revealed one factor solution. Further, we ran correlation and multiple regression with Academic self-efficacy and Academic procrastination for convergent and divergent validity respectively. We also analysed significant differences between male and female students to further understand the role of individual gender in academic levels. Our findings indicated that all variables showed a significant relationship with each other.
Conclusion: The major implication of our study is to assess functioning of Academic buoyancy scale in the context of university in India. We also explored how this result can play a vital role in further understanding the application of the scale in predicting specific academic progress related constructs. Our research contributes for further development of policies and applications using the sustainable development goals (SDG 3, SDG 4, SDG 5).