Linking academic buoyancy and math achievement in secondary school students: Does academic self-efficacy play a role?

= 974 students at eleven secondary schools in southwestern Germany were surveyed through a questionnaire. The data were analyzed using a latent variable approach. The results of the study show that academic buoyancy is a significant predictor of math achievement and that this relation is explained through academic self-efficacy, even when controlling for gender. Implications for practice and further research are also discussed.