Hardiness and undergraduate academic study: The moderating role of commitment

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.