Academic Hardiness Research Articles

Impostor syndrome and academic hardiness: Investigating the impact on academic anxiety students

Academic life serves as a process for students to develop their abilities; however, in reality, not all students can optimize their potential. This is often related to internal factors such as emotions, feelings, and perceptions. This study aims to examine the influence of impostor syndrome tendencies and academic hardiness on academic anxiety. The research method employed is quantitative. The subjects of this study were 205 students from Mulawarman University in Samarinda, selected using purposive sampling. Data were collected using scales measuring academic anxiety, impostor syndrome, and academic hardiness. The data analysis technique used was multiple linear regression, with data analyzed using the Statistical Package for Social Science (SPSS) version 26.0 for Windows. The results of the study indicate that (1) there is a significant influence of impostor syndrome and academic resilience on academic anxiety, with an F-value of 43.279 > F-table of 3.23 and p = 0.000 < 0.05, contributing 30% of the variance; (2) there is a significant positive influence of impostor syndrome on academic anxiety, with a beta coefficient (β) = 0.459, t-value = 7.186, and p = 0.000 (p < 0.05); and (3) there is a significant negative influence of academic hardiness on academic anxiety, with a beta coefficient (β) = -0.171, t-value = -2.676, and p = 0.008 (p < 0.05).a coefficient beta (β) value of 0.363, t value = 2.407, and p = 0.021 (p < 0.05); (3) there is a significant negative influence of academic hardiness on academic anxiety with a coefficient beta (β) value of -0.472, t value = -3.127, and p = 0.003 (p < 0.05). The study finds that impostor syndrome and academic hardiness significantly influence academic anxiety, with impostor syndrome showing a positive impact and academic hardiness showing a negative impact.

How academic hardiness mediates the relationship between students’ digital informal learning and their academic performance?

ABSTRACT In today's technological world, the impact of digital informal learning on learners’ performance is crucial. This study aimed to investigate the mediating role of academic hardiness between digital informal learning and academic performance. The sample comprised 347 students from Shiraz University who were selected using proportional random sampling. Data analysis was conducted using structural equation modeling with SPSS and AMOS software. The findings indicated that digital informal learning has a positive and significant effect on academic hardiness and academic hardiness plays a positive mediating role between digital informal learning and students’ academic performance. Therefore, policymakers, planners, and educators should consider integrating digital informal learning and fostering academic hardiness in programs designed to enhance academic performance.

Melatih Academic Hardiness Melalui Petualangan: Dampak Adventure Based Counseling pada Siswa

The learning problem of students who are active in various activities makes some students feel less responsive to facing new learning or activities to support the continuity of the learning process. The point that researchers see is the phenomenon of low academic hardiness in students. The aim of this research is to determine the impact of the Adventure Based Counseling (ABC) technical group counseling service to increase students' academic hardiness. The research method used was pre-experimental design with a one group pretest-posttest design model. The research subjects were 6 students using purposive sampling with existing criteria for subjects ranging from a low score of 28-56. This research uses the academic hardiness scale instrument. Data analysis used the Wilxocon test with a normality test and homogeneity test carried out first. Result of thi research is there is a difference in the pretest score and posttest score so it can be concluded that advnture based counseling technique group counseling services are effective in increasing students' academic hardiness

Analysis of Academic Hardiness Factors Affecting Student Emotional Exhaustion in Malang Using Logit and Probit Models

The prevalence of emotional exhaustion as an indication of academic burnout among students during online learning is very high. Responding to the issues and neglect of studies on academic burnout, it is necessary to analyze the factors of academic hardiness among students in Malang City regarding emotional exhaustion. The ordinal probit regression model yields the best fit with 120 samples in analyzing the factors of academic hardiness on emotional exhaustion due to its smaller AIC value. Significant factors affecting emotional exhaustion are commitment to academic tasks (), control over struggle (), and control individual difficulties (). The ordinal probit regression model obtained is and . The marginal effect states that for every one-unit change in the ratio will increase students low emotional exhaustion by 0.016, and decrease students moderate emotional exhaustion by 0.044, and high emotional exhaustion by 0.060. Every one-unit change in the ratio will decrease students low emotional exhaustion by 0.018, and increase students moderate emotional exhaustion by 0.049, and high emotional exhaustion by 0.067. Every one-unit change in the ratio will increase students low emotional exhaustion by 0.025, and decrease students moderate emotional exhaustion by 0.070, and high emotional exhaustion by 0.095.

Predictors of Patience in Islamic Psychology: An Evidence from Indonesia

This study explores the conceptual gap regarding patience between Western psychology and Islam, and aims to identify the factors that influence patience in the context of Islamic psychology. Academic hardiness, self-control, resilience, grit, and self-acceptance influence the level of patience in the context of Islamic psychology are the hypotheses. This study employs a quantitative research design involving 213 Muslim students from the Universitas Islam Riau. Data collection was carried out using Patience in Islamic Psychology Scale, Oviedo Grit Scale, Revised Academic Hardiness Scale, Self Control Scale, Adolescent Resilience Scale and Berger's Self-Acceptance Scale. Data analyzed using the SmartPLS 3.0 M3 program. The results of the study indicate that academic hardiness, self-control, resilience, and self-acceptance significantly affect the level of patience in the context of Islamic psychology. Interestingly, the findings reveal that grit has a significant negative impact on patience in Islamic Psychology. Success in the theory of grit (Western psychology ) is defined as achieving desired goals, while success in Islamic psychology is defined as striving within the permissible boundaries. However, in the event of failure, it is important not to lose hope and to remember the blessings bestowed by Allah that have been received.

The Contribution of Psychological Well-Being to Academic Hardiness: A Study on “Mahasantri”

"Mahasantri" is a term for students who live in boarding schools. Mahasantri has a dual role as a college and boarding school student. This dual role is more challenging than students in general. Students need academic hardiness so that both roles can be achieved well. Psychological well-being is needed to spur academic hardiness, control the environment, and think positively when facing challenges. This study aimed to analyze the contribution of Psychological Well-being to the Academic Hardiness of Mahasantri. The research method used is quantitative correlation. The participants used were 35 mahasantri in Ponpes Luqman AL-Hakim Semarang, Indonesia. The instruments used in the study were adaptations of Riff's psychological well-being scale and Creed's academic hardiness scale—data analysis techniques using simple linear regression tests. The results showed that the r-square value = .601 means that psychological well-being influences 60.1% of academic hardiness mahasantri.

Academic Hardiness Level of Guidance and Counseling Study Program Students Post Covid 19 Pandemic

The purpose of this study is to inform the condition of Academic hardiness of Ahmad Dahlan University Guidance and Counseling Study Program students after the Covid-19 pandemic. Academic hardiness is a personality that is resilient in various obstacles, especially stress. Academic hardiness is a variable that must be possessed by students in order to achieve achievement while studying. The research population is 152 active students for the 2019-2021 academic year. This type of research uses quantitative descriptive. Data were obtained using an academic hardiness scale developed based on Kobasa's theory and Dweck's theory related to academic motivation. The scale developed refers to 3 aspects of academic hardiness namely commitment, challenge, and control. The developed scale was analyzed using the Rach Model. The results of the analysis stated that the 17 items developed contained several notes and needed to be revised. The results showed that the level of student academic hardiness of 89.5% was in the high category, 10.5% was in the medium category, and 0% was in the low category. Based on the research results, it is recommended that further researchers develop a counseling model to develop students' Academic hardiness, especially those who are still in the moderate category.

Sense of belonging, academic self‐efficacy and hardiness: Their impacts on student engagement in distance learning courses

AbstractThe purpose of this study was to investigate how postgraduate engagement is affected by the sense of belonging, academic self‐efficacy and academic hardiness. The validated self‐reported scales were used to survey 308 postgraduate students in Mainland China who had taken distance learning courses. The proposed research model exhibited high predictive performance, confirming the established 10 hypotheses. The results indicated that sense of belonging positively and significantly influenced academic self‐efficacy, academic hardiness and postgraduates' emotional engagement. Academic self‐efficacy and academic hardiness had a positive and statistically significant impact on postgraduates' cognitive, emotional and behavioural engagement. Therefore, sense of belonging directly impacted postgraduates' emotional engagement and indirectly impacted postgraduates' cognitive and behavioural engagement. We also found a significant mediation effect of academic self‐efficacy and academic hardiness in distance learning courses. Overall, our proposed research model revealed the influence mechanism of sense of belonging, academic self‐efficacy and academic hardiness in postgraduate engagement in distance learning courses. These factors need to be considered when designing and implementing distance learning courses, teachers and researchers need to be aware of these interdependencies in order to maximize learning effects in the distance learning environment.

Memorizing the Quran: Exploring Academic Hardiness, Self-Efficacy, and Perceived Social Support in Islamic Schools

Religion-based schools that have a curriculum focused on Quran memorization face challenges in integrating general education with religious education, which emphasizes reasoning and memorization. Students must possess academic resilience to actively participate in the learning process and develop self-efficacy in memorizing the Quran. Additionally, students require social support to reinforce the impact of academic resilience on self-efficacy. The objective of this research is to explore the educational and psychological factors that can enhance students' ability to memorize the Quran. The study involved 113 participants, and data were collected using convenience sampling for ease of access. The data were analyzed using moderation analysis with SPSS version 22 and the add-on Macro Process by Hayes. The findings of this research indicate that academic resilience influences self-efficacy in Quran memorization, with social support playing a moderating role. Specifically, the results reveal that only parental support moderates the influence of academic resilience on self-efficacy (t (113) = 2.88, p0.01). This research serves as a valuable reference for family studies, highlighting the significant role parents play in their children's academic development. The novelty of this study lies in the identification of psychological factors that contribute to Quran memorization in children.

THE EFFECT OF PATIENCE ON ACADEMIC HARDINESS IN OVERSEAS STUDENTS AT THE FACULTY OF PSYCHOLOGY, UNIVERSITAS ISLAM RIAU

The phenomenon of going abroad for education can bring various difficulties in fulfilling a student's major task, specifically studying. So it requires academic hardiness to be able to survive the academic pressure. One of the factors that formed academic hardiness is patience. This research aims to analyze the effect of patience on academic hardiness in overseas students at the Faculty of Psychology, Universitas Islam Riau . The subjects in the research were 115 overseas students and the sampling technique used is purposive sampling technique. This research uses 3-FPQ scale to collect the data, with 11 items and the RAHS scale consists of 40 items. The data analysis method used in this research is Partial Least Square (PLS) with smartPLS 3.0 software. The result gained in this research is that patience has a positive and significant effect on academic hardiness with 0.333 of path coefficient value, 0.001 <0.05 of p value and 3.210 of t value. It shows that the increase of patience can increase the academic hardiness in overseas students at the Faculty of Psychology, Universitas Islam Riau. Recommendations for further research are expected to examine other factors that may have a greater impact on academic hardiness and further expand the subject of research.

Self-Esteem and Peer Social Support: How Do They Contribute to High School Students' Academic Hardiness?

Several factors, including internal and external factors, often cause academic hardiness in students. This research aims to analyze the influence of student self-esteem as a student's internal factor and peer social support as a student's external factor on students' level of academic hardiness. This research uses a quantitative approach with an ex post facto design. This research was conducted on 350 public high school students in Central Semarang District who were taken using the Proportionate Stratified Random Sampling technique. The instruments used in this research were the self-esteem scale (29 valid items α = .926), the peer social support scale (27 valid items α = .895), and the academic hardiness scale (24 valid items α = .845). The data was analyzed using multiple regression tests and met the classical test. The results show p-value = .000 (p <0.05). The coefficient of determination value shows that self-esteem and social support from peers influence academic hardiness by 44,6%. Meanwhile, some of it is influenced by other variables outside the research. This research impacts guidance and counseling teachers and counselors so they can provide services to increase self-esteem, peer social support, and student academic hardiness.

Social Support as a Moderator of Self Efficacy and Learning Motivation Towards Students' Academic Hardiness

This research examined the factors that influence academic hardiness in tahfiz lessons. The author suspects that the factors contained in the social support variable are moderator variables for the variables self-efficacy, learning motivation, and gender which influence academic hardiness. This research uses a quantitative approach with multiple regression analysis. The sample consisted of 150 students in class 5 and class 6 of Islamic school X who were taken using a purposive sampling technique. In this research, the measuring tool used is the revised academic hardiness scale (RAHS) to measure the academic hardiness variable. Multi-Dimensional Scale of social support (Zimmet et al., 1988) to measure social support variables. The self-efficacy scale will be measured based on Bandura's theory to measure the dimensions of magnitude, generality, and strength. Learning motivation is measured using intrinsic and extrinsic aspects (Woolfolk, 1995). The research results show three significant regression coefficients: self-efficacy, intrinsic learning motivation, and gender. All three are influenced by social support, increasing students' academic hardiness. The author hopes that the implications of the results of this research can be reviewed and developed in further research. For example, adding other variables related to academic hardiness, such as parental and learning styles.

The impact of jigsaw cooperative learning on academic motivation, academic hardiness, and self-efficacy of English Foreign Language learners

This research study investigates the effects of jigsaw cooperative learning (JCL) on academic motivation (AM), academic hardiness (AH), and self-efficacy (SE) of English as a Foreign Language (EFL) learners. JCL is an educational strategy that emphasizes collaboration, interdependence, and group cooperation. However, limited research has examined the specific impact of JCL on these factors among EFL learners. Thirty-eight learners from each of the two groups—one was the experimental group (EG) and the other was the control group (CG)—were randomly chosen from among the learners who had been chosen in the academic year 2023. Data were collected using three questionnaires on AM, AH, and SE. Before implementing the JCL treatment, both groups completed the questionnaires as a pretest. A post-test was administered after teaching JCL in the EG and using the traditional method in the CG. Descriptive and inferential statistics, including covariance tests, were conducted to analyze the collected data. The outcomes showed that JCL, as a cooperative learning technique, improved students' AM, AH, and SE. A comparison of the pretest and post-test results confirmed the significant and positive influence of JCL on AM, AH, and SE. These results suggest that the application of JCL techniques can facilitate the development of AM, AH, and SE among EFL learners. These findings have implications for EFL instructors and practitioners, as they can utilize JCL strategies to enhance their learners’ AM, AH, and SE in the classroom.

The Interplay of Academic Hardiness, Passion for Studies and Affective Experiences in Undergraduates’ Happiness and GPA Scores: a Person-Oriented Approach

AbstractThe purpose of the study was to investigate undergraduates’ profiles, taking into account personality traits (academic hardiness and test anxiety), motivational factors (passion for studies) and affective experiences (positive and negative affect). The study explored differences in outcomes such as happiness and grade point average (GPA) scores among student profiles. The sample comprised of 293 undergraduates, studying in a social science department. Participants completed the following scales: (a) Revised Academic Hardiness Scale (RAHS), (b) Test Anxiety Inventory (TAI), (c) Passion scale, (d) Positive and Negative Affect scale (PANAS), (e) Oxford Happiness Questionnaire (OHQ). Academic achievement was measured using students’ GPA. Results from hierarchical cluster analysis (which was used for clustering undergraduates into homogenous groups) revealed three profiles: (a) hardy, passionate and non-anxious undergraduates, emotionally positive, (b) anxious-committed, mid-passionate undergraduates, experiencing low positive and mid-negative affect and (c) low hardy, unpassionate and mid-anxious undergraduates, experiencing both positive and negative affect. These profiles were differentially related to student happiness and GPA scores. Hardy, passionate and non-anxious with positive affect undergraduates reported the highest GPA and happiness scores. Results of the study are discussed, practical implications, limitations and future research directions are presented.

Influence of psychological hardiness on academic achievement of university students: The mediating effect of academic engagement.

The dropping out of university students is a serious problem faced by higher education all over the world. Studies have shown that academic hardiness is a positive psychological variable to prevent students from dropping out of university and academic burnout. Psychological hardiness can reduce the dropping out by increasing university students' academic engagement and academic achievement. This study aims to discover the influence of psychological hardiness on university student's academic achievement and the mediating role of academic engagement in the relationship between psychological hardiness and academic achievement. A cross-sectional study was conducted among 615 participants. Pearson correlation coefficients were conducted to analyze the relationships between psychological hardiness, academic engagement and academic achievement. Mediation analysis was used to evaluate the mediating role of academic engagement in the relationship between psychological hardiness and academic achievement. The research indicated a closely significant association between psychological hardiness, academic engagement and academic achievement. Psychological hardiness can directly predict academic achievement and can also indirectly predict academic achievement through the intermediary effect of academic engagement. This study could have important implications for research by linking psychological hardiness and academic achievement. The results suggest that universities should pay attention to the positive role psychological hardiness plays in improving university students' academic achievement. This study also benefits the university administrators, especially, those dealing with university students at the risk of dropping out and high academic stress.

Academic Hardiness, Learning Motivation, Student Learning Outcomes In Indonesia: The Mediation Effect

The research objective was to determine and analyze the mediating effect of learning motivation on the effect of academic hardiness on student learning outcomes. This research is motivated by the existence of problems in student learning outcomes in Indonesia which are still low, this is indicated by the Grade Point Average. The method used is an explanatory survey with a questionnaire data collection technique. The population in this study were 625 students of the Faculty of Economics and Business Education, Indonesian Education University. The sample was obtained as many as 245 students with the Slovin formula using the random sampling technique. The data that has been collected is then analyzed by multiple regression analysis with the mediating variable. The results showed that learning motivation partially mediates academic hardiness on learning outcomes. The results of this study imply that to improve learning outcomes one must have good academic hardiness and learning motivation.
 Keywords: Learning motivation; academic hardiness; mediation effect; improve learning

Profile of Academic Hardiness Students in Pharmaceutical School in Banjarmasin City

Pharmacy school is one of the vocational schools that prepare students' vocational abilities. Students are presented with a curriculum with quite a lot of subjects so they are quite vulnerable to the emergence of potential academic stress tendencies. The possible characteristic that pharmacy students need to have is academic hardiness. This study aims to analyze or profile the academic hardiness of pharmacy students in dealing with potentially stressful academic situations. The sample of this research is the students of class XI Pharmacy school in one of the schools in Banjarmasin City. the model in this study amounted to 69 students. The instrument used in collecting data is the academic hardiness questionnaire. Data analysis used simple descriptive statistics with survey research methods. The results showed that as many as 28 or 41% of students had academic hardiness in the very high category. As many as 30 or 43% of students showed high academic hardiness, as many as 11 or 16% of students showed relatively low academic hardiness but no students showed low academic hardiness. The conclusion of this study shows that students at pharmacy school in Banjarmasin show high academic hardiness. This means that pharmacy school students in the city of Banjarmasin have high resilience which reflects their commitment, control, and challenges in carrying out academic activities even though they have quite a lot of burden in fulfilling their academic competencies.

Academic hardiness as a moderator of the relation between perfectionism and academic procrastination in university students

Academic hardiness as a moderator of the relation between perfectionism and academic procrastination in university students

Investigation of the relationships between academic hardiness and passion for studies with undergraduates’ affect and happiness

Personality variables contribute to the development of passion for studies leading undergraduates to different affective experiences. Academic hardiness, an affective personality trait, may have effect on undergraduates’ passion for studies. The purpose of the study (which uses a quantitative methodological approach) was twofold: (a) to examine the psychometric properties of Passion scale in Greek undergraduates and (b) to investigate the role of Academic Hardiness 3Cs in the Harmonious (HP) and Obsessive (OP) passion. A convenience sample of 293 undergraduates completed the following scales: (a) Passion scale, (b) Oxford Happiness Questionnaire, (c) The Positive and Negative Affect schedule, and (d) The revised Academic Hardiness scale. Initially, results from exploratory and confirmatory factor analyses provided support for the two-factor passion scale. Moreover, results from SEM analyses revealed that control and challenge were positively related to HP, whereas commitment was positively related to both HP and OP. A negative relationship was found between control and OP. OP was positively related with negative affect, which, in turn, was negatively related with undergraduates’ happiness. On the contrary, HP was positively related with positive affect, which, in turn, was positively related with happiness. Findings of the study are discussed, focusing on the adaptive nature of academic hardiness and harmonious passion in academic settings.

EFEK MODERASI MOTIVASI BELAJAR PENGARUH ACADEMIC HARDINESS DAN LINGKUNGAN KELUARGA PADA HASIL BELAJAR

This research is motivated by the existence of problems in student learning outcomes at the 2018 Faculty of Economics and Business Education which are still low. The purpose of this research is to find out and analyze the influence of academic hardiness and family environment on learning outcomes with the moderating variable of learning motivation. The method used in this study is an explanatory survey research with data collection techniques through questionnaires. The population of this research is students of the Faculty of Economics and Business Education Class of 2018 as many as 615 students while the sample is 243 students. The data that has been collected is then analyzed using multiple linear regression data analysis techniques with Moderate Regression Analysis (MRA). The results showed that learning outcomes and academic hardiness were in the medium category, while the family environment and learning motivation were in the high category. In addition, the results of this study show 1) Academic Hardiness and Family Environment affect learning outcomes, 2) Learning motivation moderates the influence of academic hardiness on learning outcomes, 3) Learning motivation moderates the influence of family environment on learning outcomes. Keyword: Academic Hardiness, Family Environment, Learning Motivation, Learning Outcomes