Investigating Neural Reward Sensitivity in the School Grade Incentive Delay Task and Its Relation to Academic Buoyancy

Understanding the mechanisms behind academic buoyancy, the ability to effectively cope with everyday academic challenges, is essential for identifying the factors and mechanisms that help students maintain their motivation and cope with routine academic pressures. One potential underlying mechanism is reward sensitivity, or the capacity to experience pleasure both in anticipating and receiving reward-related stimuli. We hypothesized that individuals with higher sensitivity to anticipated reward would exhibit greater academic buoyancy. To test this in an academic context, we modified the Monetary Incentive Delay (MID) task into a School Grade Incentive Delay (SGID) task, where participants work towards a fictitious school grade by winning or losing points on each of the trials. In this study, we investigated whether the SGID activates the neural reward circuitry similar to the traditional MID and whether this is associated with academic buoyancy. The SGID task activated key brain regions associated with reward anticipation, validating its use for studying reward processing in academic contexts. Importantly, we found a negative association between academic buoyancy and right amygdala activation during reward anticipation, suggesting that buoyant students may benefit from reduced emotional reactivity when anticipating rewards. Further research in larger samples is needed to capture the full complexity of reward processing in relation to academic buoyancy.