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 validityPersistent 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
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Author(s) / Creator(s)Kamtsios, Spiridon
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Author(s) / Creator(s)Karagiannopoulou, Evangelia
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PsychArchives acquisition timestamp2018-11-21T09:59:39Z
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Made available on2018-11-21T09:59:39Z
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Date of first publication2016-02-29
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Abstract / DescriptionThe 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
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Publication statuspublishedVersion
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Review statuspeerReviewed
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CitationKamtsios, 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
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ISSN1841-0413
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Persistent Identifierhttps://hdl.handle.net/20.500.12034/995
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Persistent Identifierhttps://doi.org/10.23668/psycharchives.1187
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Language of contenteng
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PublisherPsychOpen GOLD
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Is version ofhttps://doi.org/10.5964/ejop.v12i1.997
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Keyword(s)academic hardinessen_US
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Keyword(s)elementary school childrenen_US
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Keyword(s)validationen_US
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Keyword(s)convergent validityen_US
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Dewey Decimal Classification number(s)150
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TitleValidation of a newly developed instrument establishing links between motivation and academic hardinessen_US
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DRO typearticle
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Issue1
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Journal titleEurope's Journal of Psychology
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Page numbers29–48
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Volume12
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Visible tag(s)Version of Record