Psycho-Education Program on the Academic Buoyancy of Adolescent Learners from an International School in Bangkok, Thailand

Thailand as a prospering country hoped to retain the quality of education for its students. However, despite efforts to accomplish this intention, a number of students are still struggling to retain their engagement in school due to their declining academic buoyancy. With this reality, efforts are undertaken inside the classroom to address this pressing concern. While classroom-based interventions are known to deliver desirable results, a scarcity in psychoeducation programs remains unexplored; hence, the initiation of this quasi-experimental nonequivalent pretest and posttest control group study to develop an initial evidence for their usefulness in the academe. Results taken from the participants confirmed the viability of a psychoeducation program for academic buoyancy, particularly among high school students. Moreover, as reflected in their daily journals, presence of academic climate and commitment are best reflective of their academic buoyancy experiences. Conversely, unfavourable academic climate, loss of clarity, commitment challenges, and declining confidence induces their experiences of lowering academic buoyancy. Recommendations included continuance of psychoeducation programs not only for the students, but also for the teachers who are the first-line of defense in carrying out this noble endeavor of bringing students to their academic success.