How do coping strategies and learning environment increase academic buoyancy of state junior high school students?

Abstract

Academic buoyancy is an essential psychological resource that enables students to cope with everyday academic challenges and maintain adaptive learning behaviors. This study aimed to examine coping strategies and learning environment as predictors of academic buoyancy among public junior high school students in Malang Regency, Indonesia. A quantitative ex post facto design was employed, involving 198 students. Data were collected using a researcher-developed academic buoyancy scale and adapted coping strategies and learning environment scales. Multiple linear regression was conducted to examine the associations between the predictors and academic buoyancy. Descriptive findings indicated that coping strategies, learning environment, and academic buoyancy were generally categorized as low. The regression model explained 19.4% of the variance in academic buoyancy (R = .440, R² = .194). Coping strategies demonstrated a positive association with academic buoyancy (β = .374, t = 5.560), whereas learning environment showed a negative association after controlling for coping strategies (β = −.147, t = −2.184). These findings highlight the importance of coping resources in students' academic adjustment while revealing a complex relationship between learning environment and academic buoyancy. The study provides implications for school guidance and counseling services, particularly in developing adaptive coping skills and evaluating contextual factors associated with students' responses to academic challenges