The Teacher Academic Buoyancy Scale: Is it possible to keep TABS on students`academic buoyancy?

Academic buoyancy insert ignore into journalissuearticles values(AB); is the ability to overcome minor academic setbacks. However, although it seems as though teachers would be well placed to comment on this characteristic in students, no teacher-report measure of AB exists. This study evaluates a teacher-report version of the widely used, student-report, Academic Buoyancy Scale insert ignore into journalissuearticles values(ABS);. Confirmatory factor analysis supported the unifactorial nature of the Teacher Academic Buoyancy Scale insert ignore into journalissuearticles values(TABS);, and the scale showed excellent internal reliability. However, while there was some evidence for the criterion-related validity of the TABS, it showed very poor convergent validity with the ABS. It also correlated better with academic achievement than should theoretically be the case for a measure of AB. Further, AB estimates from the two measures were moderated by demographic characteristics: teachers rated girls and those not facing adversity as more buoyant, but the opposite was the case for self-reports. In sum, this study suggests a significant disjunction between teacher- and self-reports of AB, and that teacher estimates of AB are likely to be affected by salient, non-AB-related, student characteristics.