Article Per Year (5 Year)
p-Index From 2021 - 2026
0.23
P-Index
This Author published in this journals
All Journal Indonesian Journal of Research and Educational Review (IJRER)
Wardani Wardani
Universitas Islam Negeri Jurai Siwo Lampung, Indonesia
Religion Arts Humanities Chemistry Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

Published : 1 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 1 Documents
Search

 1 
Measuring Academic Buoyancy Across Educational Contexts: A Systematic Review of Psychometric Evidence, Measurement Invariance, and Validity Wardani Wardani
ETDC: Indonesian Journal of Research and Educational Review Vol. 6 No. 1 (2026): September - December
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v6i1.5647

Abstract

Academic buoyancy reflects a student's ability to navigate everyday academic setbacks. To measure this construct accurately across diverse educational and socio-cultural settings, psychometrically robust instruments are essential. This study systematic reviewed the psychometric properties and structural validity of academic buoyancy measurement, focusing on measurement invariance, convergent validity with external constructs, and socio-cultural adaptability. Following PRISMA guidelines, a systematic literature search was conducted across Scopus and Web of Science databases, identifying 12 eligible empirical studies. Data were extracted and synthesized based on measurement focus, invariant properties, motivational and academic correlates, and cross-cultural application. Synthesis revealed three core themes: First, measurement invariance testing remains underrepresented, with only two studies evaluating the equivalence of the Academic Buoyancy Scale (ABS) across gender and cultural groups. Second, academic buoyancy consistently correlated positively with adaptive constructs including grit, motivation, future time perspective, engagement, and achievement, while serving a protective function against academic anxiety and burn-out. Third, while studies span diverse geographic and educational contexts, contextual breadth failed to guarantee cross-cultural measurement equivalence. Furthermore, findings emphasize the critical necessity of conceptually and psychometrically distinguishing academic buoyancy from academic resilience. Future research must prioritize robust invariance testing, expand validity evidence, and ensure contextual adaptation to safeguard accurate interpretation and responsible application in educational research.
Co-Authors