Title:
The Relation between hardiness and performance: the mediating roles of challenge appraisal and task-oriented coping
Author:
Dan Summers
Thesis Advisor:
Frank D. Golom
Committee Member:
Emalee J. Quickel
Committee Member:
Matthew W. Kirkhart
Committee Member:
Stephen E. Fowl
Degree Granting Institution:
Loyola University Maryland--College of Arts and Sciences
Place:
Baltimore (Md.)
Publisher:
Loyola Univeristy Maryland
Date Created:
2022
Type of Resource:
text
Genre:
thesis
Language:
eng
Format:
application/pdf
Physical Form:
electronic
Digital Source:
born digital
Abstract:
Performance across a variety of domains is emphasized at various stages of life, and is a subject of particular importance to undergraduate students in a university setting. Given the many stressors students face, and the significant impact that poor performance can have on future career opportunities, it is important to consider factors that influence, and ultimately improve, student academic achievement. This study considers the psychological construct, hardiness, as a potentially useful correlate of academic performance in a university setting. Data were collected from 155 university students to determine the degree to which hardiness was related to academic performance, particularly through cognitive appraisal and task-orientated coping processes. Participants were asked to self-report academic performance as measured by GPA, as well as hardiness, stress appraisal, and stress coping style. Results did not reveal a significant relation between hardiness and academic performance. However, results did demonstrate significant relations between challenge appraisal and GPA as well as task-oriented coping and GPA. Additionally, significant indirect effects of hardiness on academic performance through both challenge appraisal and task-oriented coping were found. These findings suggest the importance of developing hardiness in students, particularly through cognitive and behavioral stress response strategies, in college in order to improve their academic performance.
Subject:
Electronic dissertations
Subject:
Academic theses
Degree:
Doctor of Clinical Psychology
Level:
Doctor
Discipline:
Psychology
Restrictions on Access:
Author has given permission to make this work available online.
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Identifier:
SummersD-23
