Adaptability (the capacity to respond to uncertainty, change, and novelty) and buoyancy (the ability to respond to everyday and low-level adversity) have emerged as personal attributes that appear to play an important role in students' adaptive responses in an academic setting. However, the extent to which these capacities are associated with…

Understanding how candidates cope with the demands of PhD candidature is important for institutions, supervisors and candidates. Individual differences in affective and metacognitive disposition were explored in 263 PhD candidates from two Australian universities. Several questionnaires relating to affective and metacognitive beliefs were…

Research investigated classroom environment antecedent variables and student affective outcomes in Australian high schools. The Technology-Rich Outcomes-Focused Learning Environment Inventory (TROFLEI) was used to assess 10 classroom environment dimensions: student cohesiveness, teacher support, involvement, investigation, task orientation,…

Affective variables can help understand differences in student performance. This paper presents student expectations as an affective variable that has so far received little research attention. Students have expectations from educational providers, the fulfilment of which can create a positive learning environment leading to better performance.…

The construct validity of the Australian version of the Multidimensional School Anger Inventory-Revised (MSAI-R) was examined using exploratory factor analysis (EFA), Rasch analysis, and confirmatory factor analysis (CFA) on a sample of 1,400 Australian students enrolled in Years 8 through 12. The EFA revealed a strong replication of the MSAI-R's…