Hardiness and Academic Achievement as Predictors of Self-Efficacy in University Students

ABSTRACT
The study was designed for the purpose of assessing the impact of hardiness and academic achievement on self-efficacy in university students. The study hypothesized that hardiness and academic achievement would predict self-efficacy and that there would be gender differences among these constructs. Also,
the mediating role of academic achievement was hypothesized as impacting the association between hardiness and self-efficacy. The study used a correlational research design. Purposive sampling technique was used for selecting 500 participants including 250 males and 250 females in the age range of 18 to 28. Academic motivation, academic self-efficacy and Kobasa hardiness scale were used. Data analysis was done using pearson product moment correlation, multiple regression analysis, independent sample t test and moderated mediation analysis. The results showed that hardiness was significantly and positively associated with academic achievement and its sub-dimensions and with self-efficacy. Hardiness and academic achievement significantly predicted self-efficacy. There were also significant gender differences that were identified in relevance to self-efficacy. Apart from this, age had a moderating impact in relevance to the relationship between hardiness and self-efficacy via the mediation of academic achievement.