Date of Conferral

2022

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Leslie Van Gelder

Abstract

The problem addressed by this study is the lack of student input in the development of resources to support academic buoyancy, leading to a gap in educational practices. Academic buoyancy is the ability to successfully deal with academic setbacks and challenges that are typical of the ordinary course of school life. The purpose of this study was to investigate the perceptions of recent high school students regarding the common academic setbacks and challenges they experienced in high school and how high schools could support students experiencing these challenges. Research questions examined participants’ perspective of the common academic setbacks and challenges they experienced in high school, the strategies they used to manage setbacks and challenges, and how high schools could support students experiencing these challenges. The conceptual framework for this study was based upon the work of Martin and Marsh who established academic buoyancy as a distinct and researchable construct. This study was of a basic qualitative design. Nine participants were drawn from a small college and were interviewed; each had attended high school within 5 years prior to the interview. Data were analyzed using a thematic coding process. One of the main findings of this study was that participants believe establishing and maintaining meaningful relationships between staff and students is central to developing academic buoyancy. This study may contribute to positive social change by providing information specific to what school leaders can do to support academic buoyancy in students, thereby improving students’ academic experience and performance.

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