Academic Hardiness Research Articles

THE EXERCISE GROUP TECHNIQUE ON ACADEMIC HARDINESS IN SENIOR HIGH SCHOOL STUDENTS

Academic stress related Hardiness (Benishek & Lopez, 2007). Academic hardiness provide positive framework for students to react toward academic challenges. Academic hardiness is the individual state of resilience toward academic failure: Individual who have academic hardiness display a willingness to engage in academic challenges, commit to follow all academic activities, and have control over academic performance for maximum results (Kobasa, Maddi, & Kahn, 1982). The purpose of this study is to determine the increasing of academic hardiness from senior high school student in Indonesia. Group exercise technique provides an exercise program to increase the commitment, control and challenge of each student. A quasi-experimental non-equivalent control group with pre-test and post-test was used with a convenience sample of students. Results of statistical analysis by paired t-tests revealed that the exercise group technique intervention have a statistically significant effect on increasing academic hardiness scores. Further academic hardiness research in senior high school, utilizing the entire academic hardiness intervention, was recommended .

Perfectionism and Test Anxiety among High-School Students: the Moderating Role of Academic Hardiness

Recent evidence suggests that test anxiety is increasing among students; however, relatively little is known regarding the related factors of test anxiety. The purpose of this study was to (1) examine the relationships between two forms of perfectionism, academic hardiness, and test anxiety, and (2) examine the moderating role of academic hardiness on the association between two types of perfectionism and test anxiety. This study included 520 students ranging from 15 to 21 years of age from eight high schools in Tehran, Iran completed the self-administered questionnaires. The results of Structural Equation Modelling (SEM) revealed that students with high levels of personal standards perfectionism and high levels of academic hardiness were less likely to experience test anxiety, while students with high levels of evaluative concerns perfectionism were more likely to experience test anxiety. A multi-group analysis revealed that academic hardiness moderated the relationship between evaluative concerns perfectionism and test anxiety. These findings enhance existing literature by revealing moderating processes that explain how perfectionism effects test anxiety.

Academic hardiness: Mediator between sense of belonging to school and academic achievement?

ABSTRACTThe purpose of this study was to (a) test the relationships between sense of belonging to school, academic hardiness, and academic achievement and (b) examine the mediating role of academic hardiness (including commitment, control, and challenge) on the association between sense of belonging to school and academic achievement. Five hundred and twenty 15–21-year-old high school students (245 young women and 275 young men) from eight high schools in Tehran, Iran, participated in the study by completing a series of validated questionnaires. Partial least squares structural equation modeling provided evidence that commitment, control, challenge, and sense of belonging to school were positively associated with academic achievement. Commitment, control, and challenge partially mediated the relationship between sense of belonging to school and academic achievement. These findings enhance existing literature by revealing how sense of belonging to school may contribute to academic achievement.

Multidimensionality vs. unitary of academic hardiness: An under explored issue…?

The purpose of the study was to examine the hypothesis that academic hardiness may be represented as a multi-dimensional trait with separate measures for commitment, control and challenge. The “Revised Academic Hardiness Scale” and the “Undergraduates Stressors Questionnaire” were distributed to 850 undergraduates attending a Social Science Department. The study suggests that academic hardiness researchers should examine the components-academic hardiness attitudes (commitment, control and challenge) separately. Results also reveal commitments' differentiation from control and challenge. Control and challenge seem to reduce the detrimental effects of the stressors, while commitment seems to comprise with the stressors as a unified entity. The findings are discussed in the context of the recent literature.

Validation of a Newly Developed Instrument Establishing Links Between Motivation and Academic Hardiness.

The purpose of the study was to establish the reliability, the structural and the convergent validity of the “Dimensions of Academic Hardiness Questionnaire” for late elementary school children. A sample of children (N = 1264) aged 10-12 years completed the questionnaire and the “Athens Coping Scale”. Multiple fit indices provided support that the 9-factor model had a good fit to the data. Reliability coefficients ranged from .68 to .83. The study provided also preliminary evidence of convergent validity of the “Dimensions of Academic Hardiness” scores with one theoretically related measure, the “Athens Coping Scale”. The results enrich the notion of Academic Hardiness in late elementary school children as the role of awareness and the role of children’s previous experiences has been distinguished. The relation between the “Dimensions of Academic Hardiness” and achievement goal orientations in children learning is also noted. These findings are discussed in the context of the relevant literature.

Assessment of the psychometric properties of the Revised Academic Hardiness Scale in college student samples.

Academic hardiness, a construct representing how students tend to respond to academic stressors, has seen increased attention in the recent literature. However, as yet, no measure exists that has been validated for use with college students. The current study addresses this gap in the literature by examining the psychometric properties of the Revised Academic Hardiness Scale (RAHS; Benishek, Feldman, Shipon, Mecham, & Lopez, 2005) in several samples of college students from 2 institutions of higher education. Study 1 showed a 4-factor model (Commitment, Control of Affect, Challenge, and Control of Effort) to be the best-fitting solution. Studies 2 and 3 found support for the test-retest reliability, convergent validity, and discriminant validity of the 4 factors' scores. Finally, Study 4 showed evidence of the predictive validity of the RAHS scores, which accounted for significant variance in first- and second-semester college grade point average and persistence to a 2nd year at the university beyond the variance accounted for by high school academic variables. Overall, the RAHS appears to be a psychometrically sound measure for use with college students. (PsycINFO Database Record

Revisiting the Academic Hardiness Scale

We used two studies to evaluate, modify, and provide initial validation for a revised Academic Hardiness scale. First, 16 experts rated scale items for content validity and identified two problematic questions. Second, confirmatory factor analyses with 300 Grade 10 students (46% boys, age range 14–17) identified a 17-item version to be the best fit. Construct validity was demonstrated by testing correlations between this revised scale and academic achievement (spelling, reading, and mathematics) and student self-evaluations (competencies, self-efficacy, and self-worth). Predictive validity was supported by showing that the scale differentiated between students who enrolled in academic and nonacademic streams, and differentiated between students who completed their course and those who did not. We failed to identify a second-order factor for hardiness, suggesting (a) that hardiness should be interpreted at the subscale, rather than at the global level, and (b) that the hardiness construct might need to be reconsidered for adolescents.

Exploring academic hardiness in Greek students: Links with achievement and year of study

The purpose of the study was twofold: a) to investigate the psychometric properties of the revised Academic Hardiness Scale (RAHS) in the Greek educational content and b) to investigate relationships between academic hardiness, achievement and year of study in Greek undergraduates. A total of 478 undergraduates completed the RAHS. Findings from exploratory factor analysis revealed three factors (commitment, control and challenge) accounting for 38.65% of the total variance. High reliability coefficients were obtained for the RAHS factor scores. The final instrument contains 38 questions. The results of the study indicate a relation between academic hardiness and grade point average (GPA was the academic performance criterion). Commitment was most highly positively correlated with academic achievement. Across the years of study, students appeared less committed and less likely to perceive academic demands as challenge. The findings are discussed in the context of the recent literature.

The development of a questionnaire on academic hardiness for late elementary school children

The purpose of the research was to develop a questionnaire to measure dimensions of academic hardiness in late elementary school children. Questionnaires were distributed to 1474 children. After a set of exploratory factor analyses in studies 1 and 2, the confirmatory factor analysis results provided support for the 9-factor solution which explained 55.15% of the total variance. Scale scores showed adequate internal consistency and 2-week test–retest reliability. The findings are largely supportive to hardiness theory. Each factor conceptually corresponds to one of the three characteristics of the original hardiness theory (commitment, control, and challenge). The results also confirm and strengthen the relation between hardiness and achievement goal orientation in student learning. The nine factors emerging from the factor analysis reflect the different ways in which late elementary school children try to cope with school failure. The findings are discussed in the context of the relevant literature.

Conceptualizing students’ academic hardiness dimensions: a qualitative study

Academic hardiness is a personality characteristic that may differentiate students who avoid challenging academic course work from others who are willing to pursue these types of challenges. Research findings have demonstrated the need to understand and examine the construct in different life stages and cultural settings, and there are additional aspects of the construct that have yet to be identified. The purpose of this study was to explore the possible dimensions of academic hardiness and its components (commitment, control, and challenge) using qualitative methodology. In-depth interviews were conducted with 21 primary school children (aged 10–12 years old). They were asked to narrate and reflect on their experience about school failure and low grade in a test in a school lesson. The findings demonstrate that students differ as to the way they face the negative experience, as results showed that a variety of factors were related with students’ academic hardiness. The findings are discussed in relation to the recent literature.

Mathematics Anxiety, Mathematics Performance and Academic Hardiness in High School Students

The paper has shown the relationship between Mathematics anxiety, Mathematics performance and Academic hardiness in high school students. The sample comprised 284 (144 males and 140 females) 10th grade high school students from Karnataka state. Pearson correlation analysis and two independent samples T-test are used to analyze the data. The results have revealed that mathematics anxiety has significant negative correlation with mathematics performance but no significant correlation is detected with academic hardiness. It is also found that the gender differences in mathematics anxiety are significant, whereas no significant differences are detected between boys and girls in mathematics performance and academic hardiness. This study has established the fact that the performance of students in mathematics can be perceived by mathematics anxiety and females scored slightly higher on this variable but this relation has not observed with academic hardiness.

Mathematics Anxiety, Mathematics Performance and Academic Hardiness in High School Students

Mathematics Anxiety, Mathematics Performance and Academic Hardiness in High School Students

Development and Evaluation of the Revised Academic Hardiness Scale

Researchers have a long-standing interest in better understanding why some students avoid challenging academic course work at the risk of harming their academic standing, whereas others are willing to pursue these types of challenges. The Academic Hardiness Scale (AHS) was developed to better understand characteristics that may differentiate these two types of students. Although preliminary findings provided support for the initial version of the AHS, the measure exhibited only good to marginal coefficient alphas and limited discriminant validity. The present investigation represents the second phase of measurement development for the AHS. The study was designed to evaluate the factor structure; internal consistency reliability; discriminant, convergent, and concurrent validity; and testretest reliability of the Revised Academic Hardiness Scale (RAHS). Results from this study identified a three-component measure that has very good basic psychometric properties. The RAHS is a significant improvement over its parent instrument.

Development and Initial Validation of a Measure of Academic Hardiness

Drawing upon hardiness theory and research on academic motivation we developed and administered a measure of academic hardiness to a large sample of high school students. In line with theory- and research-derived expectations, results of both principal axis factor analyses (PAF) and confirmatory factor analyses (CFA) yielded support for a three-factor model of the construct. Supplemental analyses indicated that, after controlling for general academic self-concept, the challenge subscale of our novel measure differentiated students who pursued more difficult academic coursework and educational plans from those who did not.