Academic Buoyancy in Southeast Asia: Patterns, Contexts, and Implications for Educational Psychology
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Objective: This critical narrative review aimed to synthesize research on academic buoyancy in Southeast Asia, emphasizing psychological correlates, educational contexts, and methodological limitations.
Methods and Materials: A critical narrative synthesis examined English-language studies published between 2019 and 2025. Literature searches were reported for Scopus and Web of Science. Of 479 initially identified records, 198 underwent title and abstract screening, 16 full texts were assessed, and 10 reports were retained. Studies were examined for geographical setting, research design, psychological constructs, and contextual associations. The synthesis was descriptive, without meta-analysis or formal risk-of-bias assessment.
Findings: The 10 studies represented four Southeast Asian countries: Indonesia (n = 3), Malaysia (n = 2), Singapore (n = 2), and the Philippines (n = 3). All included regional components employed cross-sectional designs, predominantly using self-report measures. Three recurring themes emerged: adaptive learning resources, relational support, and educational context. Academic buoyancy was positively associated with self-regulation, adaptability, growth-related beliefs, motivation, and perceived teacher or parental support. However, inconsistent measurement approaches and limited socioeconomic data prevented reliable comparisons across contexts. No direct evidence established collectivist orientation as an explanatory mechanism. The restricted geographical coverage and incomplete documentation of screening procedures further limited the synthesis.
Conclusion: Southeast Asian research identifies recurring associations between academic buoyancy, adaptive psychological resources, and educational support. Longitudinal, culturally informed, and methodologically transparent studies are needed to strengthen regional evidence.
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