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Hardiness and undergraduate academic study: the moderating role of commitment

Sheard, Michael and Golby, Jim (2007) Hardiness and undergraduate academic study: the moderating role of commitment. Personality and individual differences, 43 (3). pp. 579-588.

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Abstract

The purpose of this correlational study was to identify hardiness components that would explain variation
in the academic performance of sport and exercise undergraduate students. Data were derived from
134 students from a university in the northeast of England admitted onto the second year of their degree in
2004 on the basis of successful progression from the first year of study. Students completed the hardiness
PVS III-R, a measurement of commitment, control, challenge, and total hardiness, at the beginning of their
second year of study, and provided consent for their academic progress to be tracked. Year 2 GPA, Year 3
GPA, final degree GPA, and final-year dissertation mark determined academic success. Commitment and
total hardiness were significantly positively correlated with academic success criteria. In particular, the
potential moderating role of commitment on academic performance has implications for educators and
researchers.
� 2007 Elsevier Ltd. All rights reserved.

Item Type: Article
Status: Published
DOI: https://doi.org/10.1016/j.paid.2007.01.006
URI: http://ray.yorksj.ac.uk/id/eprint/110

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