Past research into the ability of students to 'bounce back'from everyday academic setback
(academic buoyancy) has lacked sensitivity to the contexts in which children demonstrate
this behavior. Here we aimed to contextualize past findings by reporting the results of an
exploratory investigation that featured:(1) repeated measurement of students' self-reported
buoyancy across English, mathematics, science, and physical education;(2) measures of
students' psychological appraisal as a test of external validity;(3) a novel national context …