Psychometric Properties of the Academic Buoyancy Scale among Secondary School Students in Al-Baha Region according to Some Demographic Variables

Abstract

The study aimed to examine the psychometric properties of the Academic Buoyancy Scale and identify the differences in mean scores of the study samples on the Academic Buoyancy Scale according to gender and school grade. The study adopted a descriptive (causal comparative) approach and used the Academic Buoyancy Scale developed by the researcher. The sample consisted of 230 high school students. The results indicated through the confirmatory factor analysis the presence of three dimensions of academic buoyancy: facing difficult academic situations, social support from teachers and peers, and coping with pressure. The results also showed high reliability coefficients for the scale and lack of statistically significant differences between the mean scores of male and female high school students on the Academic Buoyancy Scale. Furthermore, statistically significant differences were found at the significance levels of (0.05, 0.01) between the mean scores of first and second-year high school students on the Academic Buoyancy Scale in favor of second-year students. Additionally, statistically significant differences were found at the significance level of (0.001) between the mean scores of first and third-year high school students on the Academic Buoyancy Scale in favor of third-year students. Finally, statistically significant differences were found at the significance levels of (0.05, 0.001) between the mean scores of second and third-year high school students on the Academic Buoyancy Scale in favor of third-year students.