Academic buoyancy, the ability to respond adaptively to minor academic adversities, is positively related to achievement-related beliefs, emotions, and behaviours. No studies, however, have examined whether academic buoyancy moderates the relations between minor academic adversities and subsequent achievement. The objective of present study was to examine whether academic buoyancy protected achievement (end-of-year examination grades) against two types of minor adversities (non-attendance and behavioural misconduct) in a sample of 539 upper secondary (6th form) students. Having controlled for prior achievement, gender and age, Academic Buoyancy Scale scores moderated relations from non-attendance and behavioural misconduct to subsequent achievement. In the presence of adversity (non-attendance and behavioural misconduct) the achievement of high academically buoyant students was protected. The protective role of academic buoyancy diminished as adversity lessened. Since minor adversities will be experienced by many students, efforts to foster academic buoyancy would likely be beneficial for achievement outcomes.

学术浮力是对次要学术逆境做出自适应反应的能力，与成就相关的信念，情感和行为呈正相关。然而，没有研究检查过学术浮力是否能够缓解轻微的学术逆境与随后的成就之间的关系。本研究的目的是研究在539名高中（6年级）学生的样本中，学术浮力是否能保护成绩（年末考试成绩）免受两种类型的小逆境（不参加和行为不端）。在控制了先前的成就，性别和年龄之后，“学术浮力量表”对从不上班和行为不当到后来的成就之间的适度关系进行了评分。在逆境（不上学和行为不端）的情况下，高学业学生的成绩受到保护。随着逆境的减少，学术浮力的保护作用减弱。由于许多学生会遇到轻微的逆境，因此努力培养学术浮力可能会为取得成绩提供帮助。