Abstract:
Result of lack of academic buoyancy is increasing in epidemic proportion and the range of the problem of academic buoyancy is wider than it seems. This problem is still on-going despite numerous researches on academic buoyancy. It is pertinent to investigate the factors affecting peer victimization. This study therefore investigates the correlates of academic buoyancy among undergraduates in the Ibadan Metropolis. This study adopted a descriptive survey research design. Three hundred participants were selected from tertiary institutions in Ibadan metropolis using stratified sampling technique. The ages of the participants ranged between 11 and 24 years with a mean of 12.88 years (SD= 8.46). Three research questions were tested using multiple regression analysis and Pearson Product Moment Correlation. The findings revealed the pattern of relationship between academic self-efficacy, school engagement, parental involvement, emotional intelligence, school connectedness, gender and academic buoyancy; academic buoyancy reveals a significant positive relationship with academic self-efficacy (r = 0.465, p< 0.01), school engagement (r = 0.879, p< 0.01), parental involvement (r= .264, p<0.01), emotional intelligence (r= .465, p<0.01) and school connectedness (r = 0.345, p< 0.01), while it (academic buoyancy) has a significant negative relationship with gender (r= -.153, p<0.01), there is no significant mean difference in the academic buoyancy of male and female undergraduates; t(298)= 2.678, p<0.01, ?2= 0.023. The six factors when combined accounted for 82.9% variance in the prediction of academic buoyancy, while relative contribution shows that four (academic self-efficacy, school engagement, school connectedness and gender) of the six factors are potent predictors of academic buoyancy. The most potent factor was academic self-efficacy (? = -.232, t = 6.601, P<0.01) followed by school connectedness (? = -.171, t =.5.331, P<0.01), followed by school engagement (? = .132, t= 3.645, P<0.01) and lastly gender (? = -.050, t = .2.075 P<0.05). Based on this finding, it is recommended that positive school connectedness and engagement should be organized to enhance academic buoyancy. Positive use of parental involvement, self-efficacy should be encouraged among adolescents. Also, School Counsellor should intensify their efforts on the emotional training of undergraduate students so as to enhance academic buoyancy.
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