Results indicated that (1) academic self-handicapping and academic buoyancy showed reciprocal negative longitudinal associations; (2) academic buoyancy and academic burnout also showed reciprocal negative longitudinal associations; and (3) academic buoyancy showed a nuanced longitudinal mediating pattern: the hypothesized indirect effect from academic self-handicapping to academic burnout was marginally significant, whereas the reverse indirect effect was significant.
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Academic Self-Handicapping, Buoyancy, and Burnout in Junior High School: Longitudinal Dynamics with Implications for School-Based Prevention.
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