Flowing into Buoyancy? Investigating the Predictive Relationship between Flow Proneness and Academic Buoyancy among University Students in India

Abstract

Studies have shown that Academic Buoyancy is associated with several positive emotional and educational outcomes. In this study, the researchers examined the influence of Flow Proneness, Grit and Perceived Social Support on Academic Buoyancy. A sample of 137 university students’ responses was collected and they were classified into High and Low Academic Buoyancy groups. Welch’s T-Test showed that High and Low Academic Buoyancy groups significantly differed on their mean Total Flow Proneness scores, and specifically on the dimensions of Explicit Goals, Feedback, Concentration and Enjoyment. Hierarchical Regression revealed only Grit as a valid predictor of Academic Buoyancy. Although Flow Proneness was not a significant predictor, post-hoc analysis revealed that one domain of Flow Proneness, namely: Flow Proneness at Work (FP-Work) significantly predicted Academic Buoyancy (p<0.001). Theoretical implications of the research were discussed along with potential applications in educational settings.