ABSTRACT
Research on academic buoyancy is still in its relative infancy. There is cause to be optimistic, with many of the associated components of it, such as self-regulation, growth mindset and metacognition all being associated with a range of positive outcomes (#61). Resilience, although similar but still distinct from academic buoyancy, has been more heavily researched. Ways to develop resilience have been found to include ensuring high levels of both challenge and support, helpful self-talk and attributing successes to internal factors (#12, #39).
