Examining the Relationship Between Daily Academic Hassles, Academic Buoyancy, Flourishing, and Mental and Physical Health Issues Among Taiwanese High School Students
Bibliographic Data
| ID | 21376238 |
|---|---|
| Authors | Chih‐Hung Wang (0000-0002-7891-1598, Graduate Institute of Education National Changhua University of Education Changhua Taiwan Republic of China, corresponding author), Fu-Yuan Hong (0000-0001-5627-9088, National Taiwan Sport University), Fu‐Yuan Hong (The Center for Teacher Education (CTE) National Taiwan Sport University Taoyuan Taiwan Republic of China), Tzu‐Yuan Hsu (0009-0003-0434-1515, Graduate Institute of Education National Changhua University of Education Changhua Taiwan Republic of China) |
| Year | 2025 |
| Volume | 62 |
| Issue | 4 |
| Pages | 1283-1293 |
| Publication date | 2025-04-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Psychology in the Schools (JOURNAL) |
| Journal identifiers | ISSN: 0033-3085 • E-ISSN: 1520-6807 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/pits.23395 |
| OpenAlex | W4406871331 |
| Language | EN |
| Citations received | 6 |
| References cited | 57 |
Previous studies have explored the relationship between students' school stress and resilience but have largely overlooked the relationship between students' daily academic hassles and buoyancy. Although the close relationship between academic buoyancy and achievement has been confirmed, using the academic buoyancy perspective to explain the relationship between flourishing and mental health problems is lacking in current research. Therefore, this study analyzes the relationship between four variables: daily academic hassles, academic buoyancy, flourishing, and mental health problems among Taiwanese high school students. This study's major contributions are as follows: (1) this study found that daily academic hassles can negatively predict academic buoyancy; (2) academic buoyancy can positively predict flourishing; (3) daily academic hassles can negatively predict flourishing and positively predict physical and mental health problems; (4) academic buoyancy negatively predicted physical and mental health problems; (5) the negative correlation between flourishing and physical and mental health problems; (6) the relationship between daily academic hassles and physical and mental health problems is mediated by academic buoyancy and flourishing. Finally, the study discusses the results and proposes relevant recommendations for schools, teachers, students, and future research
Academic achievement · Developmental psychology · Flourishing · Mental health · Physical health · Psychiatry · Applied Psychology · Clinical Psychology · Optimism, Hope, and Well-being · Psychological Well-being and Life Satisfaction · Psychology · Resilience and Mental Health · Social Psychology
Age Differences in the Relationship Between Outdoor Physical Activity and School Emotional Well-Being in Pre-Adolescents
The relationship between perceived peer interaction and academic buoyancy in mathematics learning
Development of the Academic Stress Scale for Adolescents and Examination of Perceived Academic Stress Among Chinese Adolescents
Pressure to perform as a mediator between social and emotional competence, academic buoyancy, and emotional well-being
Both Student and School Growth Mindsets are Linked with Well-being
Bounce back to move forward
Academic buoyancy
Relationship of daily hassles, uplifts, and major life events to health status.
Cultivating youth resilience to prevent bullying and cyberbullying victimization
Longitudinal academic outcomes predicted by early adolescents’ subjective well-being, psychopathology, and mental health status yielded from a dual factor model
The evolving concept of subjective well-being
On the promotion of human flourishing
Work Stress and Employee Health
Academic resilience and its psychological and educational correlates
An Examination of the Relationship Among Academic Stress, Coping, Motivation, and Performance in College
The broaden–and–build theory of positive emotions
On the evaluation of structural equation models
Cutoff criteria for fit indexes in covariance structure analysis
Comparison of two modes of stress measurement
Testing Structural Equation Models
A study on the impact of mental health problems on the academic buoyancy of medical students and the mechanisms
Self-Efficacy as a Mechanism Linking Daily Stress to Mental Health in Students
Relationship between Academic Stress and Suicidal Ideation
Uplifts, Hassles, and Adaptational Outcomes in Early Adolescents
Reducing Stress and Enhancing Academic Buoyancy among Adolescents Using a Brief Web-based Program Based on Acceptance and Commitment Therapy
Self‐determined motivation and academic buoyancy as predictors of achievement in normative settings
Promoting and protecting mental health as flourishing
Flourishing Across Europe
Comparative fit indexes in structural models
Major life events, hassles, and adaptation in adolescence
Longitudinal modelling of academic buoyancy and motivation
From authentic happiness to well-being
The Mental Health Continuum
New Well-being Measures
| Citations per year | 6 |
|---|---|
| Citation span | 2025 - 2026 (2) |
| Highly cited | No |