Can improving the academic 'buoyancy' of secondary school students lead to improved school attendance?

这项研究将更好地理解相对较新的教育心理学结构学业浮力，它定义了学生应对学校日常挫折的能力。该项目将使用国家学生数据库来检查英国的出勤模式，旨在分离与学校相关的和社会决定学生出勤率的因素。在分析中，重点将放在弱势学生身上，例如那些有资格享受免费学校膳食的学生。这也将提供一个采样帧。同时，该项目还将系统地审查关于学术“浮力”和类似结构的证据，例如“弹性”，以确定最有希望的干预形式，目的是增加浮力。随后的干预措施将作为试点随机对照试验的一部分在实践中进行评估，并进行深入的过程评估，以确定它是否会导致出勤率的提高。首要目标是确定学生的学业上升力和学校出勤率之间是否存在关系。该项目还可能对学生生活的其他方面产生积极影响，如他们的心理健康、幸福感和成就潜力。

This study will yield greater understanding of the relatively new educational psychology construct of academic buoyancy, which defines students' ability to cope with everyday setbacks at school.The project will use the National Pupil Database to examine attendance patterns in England and aims to isolate school-related and societal determinants of students' attendance. In the analysis, emphasis will be placed on disadvantaged pupils, such as those eligible for free school meals. This will also provide a sampling frame. In parallel, the project will involve a systematic review of evidence on academic 'buoyancy' and similar constructs, such as 'resilience', to identify the most promising format for an intervention aimed at increasing buoyancy. The ensuing intervention will then be evaluated in practice as part of a pilot randomised control trial with in-depth process evaluation to establish whether it leads to improved attendance rates.The overarching aim is to determine whether a relationship exists between student academic buoyancy and school attendance. The project may also impact positively on other aspects of students' lives, such as their mental health, wellbeing and attainment potential.