Tan, Dexter Chi Eng (2021) Academic hardiness among Malaysians university students: academic hardiness, academic locus of control, tolerance of ambiguity, students’ engagement and automatic negative thoughts. Final Year Project, UTAR.
Abstract
Academic hardiness refers to personality characteristics that help an individual to deal with academic stress and academic challenges which may lead to drop out. This study aims to investigate the relationships between academic locus of control (ALOC), tolerance of ambiguity, students’ engagement, automatic negative thought (ANT), and academic hardiness among university students in Malaysia. A cross-sectional study was conducted among 94 participants and they were recruited by applying the purposive sampling method. The participants were Malaysian university students aged between 18 to 26 years (M = 21.69 years; SD = 1.90 years). Female participants (n = 58, 55.24%) were more than male participants (n = 47, 44.76%). The instruments used were Academic Hardiness Scale , Academic Locus of Control Scale , Tolerance of Ambiguity Scale , University Students’ Engagement Inventory , and Automatic Negative Thoughts Scale. Finding revealed that ALOC was positively correlated with control, commitment, and challenge components of academic hardiness. Tolerance of ambiguity was found no significant relationship with control, commitment, and challenge components of academic hardiness. University students’ engagement was found positively correlated with control, commitment, and challenge components of academic hardiness. ANT was found negatively correlated with control and challenge components but no significant relationship commitment components of academic hardiness. Academic hardiness was significantly predicted by ALOC (positively), university students’ engagement (positively), and ANT (negatively), while insignificant predicted by tolerance of ambiguity. The findings of this study would provide a practical insight for university counsellors to deal with Malaysian university students who were at high risk of dropping out by increasing their academic hardiness.
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