Shared Seasoned Journal

ABSTRACT The present study details a theoretical-conceptual model, scoping the interrelations between antecedents (academic buoyancy, emotional and physiological states, task value), cognitive processes (habitual action, critical reflection), and adaptive outcomes (academic engagement, academic achievement) in the context of educational psychology. 294 (151 men, 143 women) first-year university students participated in this study. Likert-scale inventories were administered to students and used to elicit relevant data; for example, Academic Buoyancy Scale and the Task value sub-scale of the Motivated Strategies for Learning Questionnaire (MSLQ). Academic achievement was collated from students’ overall marks in the unit educational psychology. Structural equation modeling (SEM) analyses supported, in part, the conceptual model with some statistical significant paths. In general, on the basis of the findings yielded, there are significant implications for research development and educational practices. From the results of the study, it was discovered that a heightened sense of critical reflection enables students to achieve and excel, academically. One of the recommendations was that Educators should endeavour to consider students’ mastery and performance –based approaches to academic learning by encouraging positive outcomes rather than making attempts to resolve potential detrimental consequences, which had been found to be more cost-effective and has a number of educational and social benefits. KEYWORDS: Antecedents, Cognitive Processes, habitual action, critical reflection, academic achievement, academic engagement, academic buoyancy