Affiliation:
1. Temple University
2. Michigan State University
Abstract
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.
Subject
Organizational Behavior and Human Resource Management,General Psychology,Applied Psychology
Cited by
41 articles.
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