Evidence map›Paper›PMID 35874963›Full record

ArticleCurrent psychology (New Brunswick, N.J.)2022

Linking academic buoyancy and math achievement in secondary school students: Does academic self-efficacy play a role?

Marie Weißenfels, Dana Hoffmann, Laura Dörrenbächer-Ulrich, Franziska Perels

Abstract read
In one paragraph

Article in Current psychology (New Brunswick, N.J.), 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 11 papers.

0numbers the graph read from it
0cells of the map it votes in
11citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

11 citing papers in PubMed.

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4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

4 authors.

Marie WeißenfelsDepartment of Educational Sciences, Saarland University, Campus A4.2, 66123 Saarbruecken, Germany.ORCID 0000-0002-7412-7915
Dana HoffmannDepartment of Educational Sciences, Saarland University, Campus A4.2, 66123 Saarbruecken, Germany.
Laura Dörrenbächer-UlrichDepartment of Educational Sciences, Saarland University, Campus A4.2, 66123 Saarbruecken, Germany.ORCID https://orcid.org/0000-0002-8361-9030
Franziska PerelsDepartment of Educational Sciences, Saarland University, Campus A4.2, 66123 Saarbruecken, Germany.ORCID https://orcid.org/0000-0002-8594-1031

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Academic buoyancy describes the ability to successfully overcome and recover from setbacks in an academic context (e.g., a poor grade, motivational dips, stress due to upcoming performance exams). This day-to-day form of academic resilience has recently been defined in the context of positive psychology. The present study aimed to gain insights into the mechanisms of academic buoyancy by predicting math achievement. Since there is already evidence that this relationship is rather indirect than direct, we were particularly interested in investigating a potential actor of an indirect effect, namely academic self-efficacy. For this purpose,

Indexed as

Academic buoyancyAcademic self-efficacyMath achievementSecondary school students

Identifiers

PMID35874963
PMCPMC9295088

What OpenQuestion holds

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Registered trials

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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.