Divergent Paths: A Longitudinal Person-Centered Analysis of Academic Buoyancy Trajectories in Mathematics and English

This study examined developmental trajectories of academic buoyancy in mathematics and English, their subject-specific patterns, and their predictors and academic outcomes. The sample included 3,547 Chinese middle school students, with longitudinal data collected over one year. Growth mixture modeling identified four distinct buoyancy trajectories in both subjects, indicating substantial heterogeneity. The trajectories were domain-specific: mathematics buoyancy showed a stronger tendency to decline, whereas English buoyancy followed more varied patterns. Trajectory membership was associated with both individual and contextual factors. Boys were more likely to belong to declining mathematics buoyancy groups, while teacher support was a significant predictor of English buoyancy trajectories. Students in high or increasing buoyancy trajectories achieved better academic outcomes than those in less adaptive groups. These findings suggest that academic buoyancy is a dynamic, subject-specific process shaped by both personal and contextual influences, with implications for targeted, domain-sensitive educational support.