The current study aimed to identify the levels of academic hardiness and academic self-efficacy among secondary school students in Ajloun Governorate in the Hashemite Kingdom of Jordan, and to examine the predictive ability of academic hardiness for academic self-efficacy. The descriptive and predictive approach was used. To achieve the objectives, the academic hardiness scale was developed, and the academic self-efficacy scale, which was used by Abo-Allymoun & AlRabee (2022), was applied. After confirming the validity and reliability of the two scales, they were administered to a sample of (367) students, (177) males and (190) females were selected using the cluster random sampling method. The results indicated that both academic hardiness and academic self-efficacy levels were high. The results also revealed that there were no statistically significant differences attributed to gender in academic hardiness and in all its dimensions. However, significant differences in time management and organization and achievement dimensions of academic self-efficacy favored female students. Finally, Multiple linear regression analysis identified commitment as the only statistically significant predictor dimension of academic self-efficacy.
Tahani Abdullah Abuwardeh (Thu,) studied this question.