Abstract
Increasing Graduation Rate: Academic Hardiness, Academic Locus of Control, Tolerance of Ambiguity, Students’ Engagement and Automatic Negative Thoughts
Highlights
The result showed that all the dimension of academic hardiness and academic locus of control had a significant and positive relationship which H1a, H1b, H1c was consistent with other past studies (Abdollahi et al, 2020; Maddi, 1999; Schultz, 2016)
These significant research findings support that people with a high internal locus of control are more likely to have a high level of academic hardiness
Existential courage produced by an internal locus of control can explain the significant positive relationship between academic internal locus of control and challenge components of academic hardiness
Summary
The research aims to study how academic hardiness correlates with the academic locus of control, student engagement, tolerance for ambiguity, and automatic negative thoughts. Academic hardiness represents the dependent variable, whereas academic locus of control, student’s engagement, tolerance for ambiguity, and automatic negative thoughts represent the independent variables. H1: There is a positive relationship between academic hardiness with the academic locus of control, tolerance for ambiguity, and student engagement but a negative relationship between academic hardiness and automatic negative thoughts. H1a: There is a positive relationship between control components of academic hardiness and academic locus of control. H1b: There is a positive relationship between commitment components of academic hardiness and academic locus of control. H1c: There is a positive relationship between challenge components of academic hardiness and academic locus of control
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