Article Version of Record

Validation of a newly developed instrument establishing links between motivation and academic hardiness

Author(s) / Creator(s)

Kamtsios, Spiridon
Karagiannopoulou, Evangelia

Abstract / Description

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.

Keyword(s)

academic hardiness elementary school children validation convergent validity

Persistent Identifier

Date of first publication

2016-02-29

Journal title

Europe's Journal of Psychology

Volume

12

Issue

1

Page numbers

29–48

Publisher

PsychOpen GOLD

Publication status

publishedVersion

Review status

peerReviewed

Is version of

Citation

Kamtsios, S., & Karagiannopoulou, E. (2016). Validation of a newly developed instrument establishing links between motivation and academic hardiness. Europe's Journal of Psychology, 12(1), 29–48. https://doi.org/10.5964/ejop.v12i1.997
  • Author(s) / Creator(s)
    Kamtsios, Spiridon
  • Author(s) / Creator(s)
    Karagiannopoulou, Evangelia
  • PsychArchives acquisition timestamp
    2018-11-21T09:59:39Z
  • Made available on
    2018-11-21T09:59:39Z
  • Date of first publication
    2016-02-29
  • Abstract / Description
    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.
    en_US
  • Publication status
    publishedVersion
  • Review status
    peerReviewed
  • Citation
    Kamtsios, S., & Karagiannopoulou, E. (2016). Validation of a newly developed instrument establishing links between motivation and academic hardiness. Europe's Journal of Psychology, 12(1), 29–48. https://doi.org/10.5964/ejop.v12i1.997
  • ISSN
    1841-0413
  • Persistent Identifier
    https://hdl.handle.net/20.500.12034/995
  • Persistent Identifier
    https://doi.org/10.23668/psycharchives.1187
  • Language of content
    eng
  • Publisher
    PsychOpen GOLD
  • Is version of
    https://doi.org/10.5964/ejop.v12i1.997
  • Keyword(s)
    academic hardiness
    en_US
  • Keyword(s)
    elementary school children
    en_US
  • Keyword(s)
    validation
    en_US
  • Keyword(s)
    convergent validity
    en_US
  • Dewey Decimal Classification number(s)
    150
  • Title
    Validation of a newly developed instrument establishing links between motivation and academic hardiness
    en_US
  • DRO type
    article
  • Issue
    1
  • Journal title
    Europe's Journal of Psychology
  • Page numbers
    29–48
  • Volume
    12
  • Visible tag(s)
    Version of Record