Abstract
This study aims to explore the relation between Taiwanese university students' academic hardiness (USAH) and their academic self-efficacy (USASE). An academic hardiness questionnaire and an academic self-efficacy questionnaire were designed, and responses from 320 students from universities in Taiwan were collected. Subjects were divided into two groups: the lower grade consists of 156 responses from freshmen and sophomores, and the higher grade comprises 164 responses from juniors and seniors. USAH questionnaire contains four dimensions: commitment, control of effort, control of affect and challenge. And the USASE questionnaire comprised of two dimensions: self-efficacy and academic self-efficacy. The results indicated strong associations between USAH and USASE. In addition, the result showed that in higher group, three of dimensions of academic hardiness (Commit, Control of effort and challenge) could be the positive predictors of the self-efficacy. Moreover, two of academic hardiness (Control of effort and Control of affect) could be the positive predictors of the academic self-efficacy. Furthermore, in lower group, the result showed that control effort can be a predictor of the two dimension of USASE. And control affect could be a predictor of self-efficacy, challenge could be a predictor of academic self-efficacy.
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