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

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Department of Early Childhood/University of Ioannina   

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Journal of Research in Education and Training  | ΕΚΤ eJournals   

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Exploring academic hardiness in Greek students: Links with achievement and year of study (EN)
Karagiannopoulou, Evangelia
Kamtsios, Spiridon
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
2013-01-01
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. (EN)
hardiness (EN)
academic hardiness (EN)
grade point average (EN)
undergraduates (EN)
Επιστημονική Επετηρίδα Παιδαγωγικού Τμήματος Νηπιαγωγών Πανεπιστημίου Ιωαννίνων
English
Παιδαγωγικό Τμήμα Νηπιαγωγών, Πανεπιστήμιο Ιωαννίνων - Dept. of Early Childhood Education (EL)
1108-4634
2241-200X
Επιστημονική Επετηρίδα Παιδαγωγικού Τμήματος Νηπιαγωγών Πανεπιστημίου Ιωαννίνων; Τόμ. 6 (2013); 249-266 (EL)
Journal of Research in Education and Training; Vol. 6 (2013); 249-266 (EN)
https://creativecommons.org/licenses/by-nc-sa/4.0
Copyright (c) 2013 Spiridon Kamtsios, Evangelia Karagiannopoulou (EN)
Department of Early Childhood/University of Ioannina
Journal of Research in Education and Training
Articles



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