Multi-year analysis of academic buoyancy data for first-year engineering students at the University of Saskatchewan

Academic buoyancy is the ability of a student to handle everyday school stress and setbacks. Over 700 first-year engineering students from five semesters and three cohorts at the University of Saskatchewan completed survey questions designed to measure academic buoyancy. Statistical analyses show that female students score lower than male students across all four academic buoyancy markers in the first semester (Fall) but not the second (Spring). Students from a rural background score lower than students from an urban background in one buoyancy marker (ability to handling study stress) in the second semester (Spring) but not the first (Fall). Two buoyancy markers were different across some cohorts. There were otherwise no differences between genders, regions, age, nor urban vs rural background (domestic students only). Our findings provide insight on student wellbeing as it relates to academic buoyancy markers, particularly in regards to female students in first-year engineering.