Journal articles: 'Psychological hardiness'

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Kuprieieva, Olga. "THE PSYCHOLOGICAL FACTORS OF DISABLED STUDENTS' PSYCHOLOGICAL HARDINESS." Bulletin of Taras Shevchenko National University of Kyiv. Series “Psychology”, no. 1 (11) (2020): 36–42. http://dx.doi.org/10.17721/bsp.2020.1(11).7.

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The article presents the empirical study on the psychological factors of disabled students' psychological hardiness. Studying in integrated groups is a challenge of particular difficulty for disabled students who dare to exercise their rights to higher education and equal opportunities proposed by the inclusive environment, which requires from them much more efforts than those in situations of chronic illness, as well as activation of their personal resources. Therefore, it is important to study psychological hardiness as a general indicator of an individual's mental health, determining their ability to overcome life difficulties. The aim is to study the psychological characteristics, factors and predictors that determine disabled students' psychological hardiness. Methods. Factor analysis allowed us to determine the parameters of psychological hardiness for disabled students having different intensity of its components. According to the performed regression analysis, the indicators of disabled students' psychological hardiness having low and medium-high general hardiness are predicted. Results and conclusions. The factor structure of psychological hardiness for disabled students having low intensity of its components includes the following parameters: time perspective; active coping strategies; self-attitude, with the focus on assessment of them from others and an expected positive attitude of others; the need to actualize one's own Self. The predictors determining these respondents' psychological hardiness are self-esteem as a source of one's own strength, the search for social support as a strategy for active overcoming of difficulties, and self-actualization as a need for self-development and self-realization. The factor structure of psychological hardiness for disabled students having medium-high intensity of its components includes the following parameters: meaningful life orientations as a result of existing conscious goals and meanings for their lives; good self-attitude as a determinant of an individual's internal activity, time perspective as a holistic self-image in time; the individual's basic beliefs as their implicit ideas about the world around, other people, themselves and relationships with the world; values as an ability to be guided in interaction with the world around by the values of self-actualization. Predictors that determine these respondents' psychological hardiness are: the future (as a parameter of an individual's time perspective) and the values of self-actualization. The personality parameters revealed at our empirical research are the resources of disabled students' psychological hardiness and the condition of their successful self-realization.

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Wardani, Ria. "ACADEMIC HARDINESS, SKILLS, AND PSYCHOLOGICAL WELL-BEING ON NEW STUDENT." Jurnal Psikologi 19, no. 2 (June 27, 2020): 188–200. http://dx.doi.org/10.14710/jp.19.2.188-200.

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This study aims to determine the academic hardiness of new students and use a model that integrates transformational coping, social support, and psychological well-being. As individuals undergoing a period of educational transition, new students need to adapt to the requirements and academic tasks that are different from schooling and insist on them to demonstrate their strong persistence personalities and develop their psychological well-being. This study uses a non-experimental cross-sectional research design. A total of 237 participants filled out the academic hardiness, skills, and psychological well-being questionnaire, and the data were analyzed with SEM version 8.80. The test results show that academic hardiness plays a direct role in developing participant's psychological well-being. Even though academic hardiness plays a role in developing transformational coping and social support skills, both skills do not play a role in fostering psychological well-being. These results indicate that commitment - control - and challenges that reveal participants' ability to adapt to the new academic demands can improve their individual ability to demonstrate their fully functioning self or fully functioning person in completing academic demands and tolerating pressures. However, a similar role does not find transformational coping skills and social support skills as the product of academic hardiness. The skill level does not determine the development of the participant's psychological well-being.

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Bartone, Paul T., James J. Valdes, and Asle Sandvik. "Psychological hardiness predicts cardiovascular health." Psychology, Health & Medicine 21, no. 6 (December 11, 2015): 743–49. http://dx.doi.org/10.1080/13548506.2015.1120323.

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McNeil, Kevin, Albert Kozma, M. J. Stones, and E. Hannah. "Measurement of Psychological Hardiness in Older Adults." Canadian Journal on Aging / La Revue canadienne du vieillissement 5, no. 1 (1986): 43–48. http://dx.doi.org/10.1017/s0714980800005006.

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ABSTRACTFindings are presented on the psychometric properties of a short psychological hardiness measure using subjects predominantly aged over 60 years. The sample of 223 participants was administered the hardiness questionnaire and other instruments twice, with a one-year test-retest interval. First-order factor analysis yielded three factors termed challenge, control, and commitment. Second-order factor analysis revealed a single main factor of general hardiness on which all the first-order components loaded highly. Both internal consistency and test-retest forms of reliability were in the range 0.6 to 0.7. Concurrent validity was illustrated by significant correlations between hardiness and measures of happiness and adjustment.

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Abdellatif,, Mohamed Sayed, and Mervat Azmi Zaki. "Problem-Solving Skills as a Mediator Variable in the Relationship between Habits of Mind and Psychological Hardiness of University Students." International Journal of Higher Education 10, no. 3 (December 23, 2020): 88. http://dx.doi.org/10.5430/ijhe.v10n3p88.

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This study investigated the role of problem-solving skills as a mediator variable in the relationships between habits of mind and the psychological hardiness among university students, and to identify the difference between male and female students in each of the habits of mind, psychological hardiness, and problem-solving skills. The sample comprised of 285 male and female, third-year Faculty of Education, University students. The data collection utilized the habits of mind scale, the problem-solving scale, and the psychological hardiness scale (Mekhemer, 1996). SPSS v.25 and AMOS v.24 were used to process data. The findings revealed that problem-solving skills partially mediates the relationship between habits of mind and psychological hardiness, and the results also demonstrated that there are no statistically significant differences between male and female students in habits of mind, problem-solving skills, and psychological hardiness. Future research suggestions include planning stakeholders at the university stage should take into consideration the necessity to integrate habits of mind and problem-solving skills in curricula, and providing training for faculty members to enhance university students' psychological hardiness.

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Khaledian, Mohamad, Banafshe Hasanvand, and Sohrab Hassan Pour. "The Relationship of Psychological Hardiness with Work Holism." International Letters of Social and Humanistic Sciences 5 (September 2013): 1–9. http://dx.doi.org/10.18052/www.scipress.com/ilshs.5.1.

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Background and Aim: Present research intends to investigate relationship of psychological hardiness with work holism among high school teachers. Methods: The under study society includes all male and female high school teacher in Ghorveh city in the academic year 2012-2013. Using simple random sampling method, a sample size of 100 male and female teachers was selected. To collect data, Kobassa Psychological Hardiness Questionnaire and Aghabeigi Workaholics Questionnaire were employed. To analyze the data, descriptive statistics (frequency, percentage, mean and standard deviation) and inferential statistics (t-test and regression analysis) were used. Results: The findings indicated that there is negative and significant relationship between the variables psychological hardiness and work holism. In addition, there is association between gender and psychological hardiness and between gender and work holism, also the constituents of psychological hardiness (commitment, control and challenge) are able to predict work holism.

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Serdiuk, Liudmyla, Ivan Danyliuk, and Olena Chykhantsova. "PSYCHOLOGICAL FACTORS OF SECONDARY SCHOOL GRADUATES’ HARDINESS." SOCIAL WELFARE: INTERDISCIPLINARY APPROACH 1, no. 9 (December 9, 2019): 93. http://dx.doi.org/10.21277/sw.v1i9.454.

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The article examines the personal qualities of secondary school graduates that determine their hardiness at their professional self-determination. The modern approaches defining hardiness essence and factors, and peculiarities of its development are analyzed. The factors contributing to the enhancement of an individual’s hardiness in the situation of professional self-determination are considered.Hardiness is understood as a holistic phenomenon of a personality that mediates stress impact on psychological well-being and health. Self-understanding and self-acceptance of secondary school graduates, their life goals, and life meanings, confidence in themselves and their capabilities are important. It is the psychological basis of personal resilience and life senses.

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Yavuz, Betül, and Bülent Dilmaç. "The Relationship Between Psychological Hardiness and Mindfulness in University Students: The Role of Spiritual Well-Being." Spiritual Psychology and Counseling 5, no. 3 (October 15, 2020): 257–71. http://dx.doi.org/10.37898/spc.2020.5.3.090.

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The purpose of the research is to reveal the role of spiritual well-being in relationship between psychological hardiness and mindfulness in university students. The sample of the research consisted of a total of 561 university students with convenience sampling strategy who were between 17-49 years of age and were studying in Konya 2017 and 2018. The research is done in accord with relational scanning which is a subgenre of general survey model. In this research structural equation modeling analysis has been applied to test the relationships among psychological hardiness, mindfulness and spiritual well-being variables of university students. Structural equation modeling analysis has been carried out using AMOS 19 software. In the study, ‘Demographic Information Form’, ‘The Psychological Hardiness Scale’, ‘Five Facets Mindfulness Questionnaire’ and ‘Spiritual Well-Being Scale’ were used. According to the findings obtained from the research, the major independent variable which affects the psychological hardiness of university students was mindfulness. A significant positive correlation was found between mindfulness levels and psychological hardiness levels. It is also observed that there is a positive linear correlation between spiritual well-being and psychological hardiness and mindfulness.

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Al Rujaibi, Yousuf S., and Mohamad A. Al Shaikh Hammoud. "Psychological Hardiness and its Relationship to some Demographic Variables among Post-Basic Education Teachers in the Governorate of South Al-Batinah in the Sultanate of Oman." Journal of Educational and Psychological Studies [JEPS] 12, no. 1 (January 29, 2018): 58. http://dx.doi.org/10.24200/jeps.vol12iss1pp58-75.

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This study aimed to identify the level of psychological hardiness and its relationship to some demographic variables among post-basic education teachers in the Governorate of South Al-Batinah in the Sultanate of Oman. The sample of the study, which was chosen based on the stratification random method, consisted of 306 teachers; 178 males and 128 females. In order to achieve the aims of the study, a descriptive correlational approach was used, and the psychological hardiness scale was developed by the researchers and administered to the study sample after assessing its psychometric properties. The results of this study showed that the level of psychological hardiness among post-basic education teachers in the Governorate of South Al-Batinah was high as the mean score of psychological hardiness was 2.44/3. Additionally, there were no statistically significant differences at the 0.05 level in psychological hardiness due to gender, major and teaching experience.

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Baranauskienė, Ingrida, Liudmyla Serdiuk, and Olena Chykhantsova. "PSYCHOLOGICAL CHARACTERISTICS OF SCHOOL-LEAVERS’ HARDINESS AT THEIR PROFESSIONAL SELF-DETERMINATION." SOCIAL WELFARE: INTERDISCIPLINARY APPROACH 2, no. 6 (December 30, 2016): 64. http://dx.doi.org/10.21277/sw.v2i6.275.

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The article discusses the personal qualities of school-leavers that determine their hardiness at the stage of professional self-determination. It analyzes contemporary theoretical approaches to defining of the essence of the ‘hardiness’ concept. The factors are revealed that contribute to personal hardiness formation in the situation of professional choice. The article determines that hardiness components are related to the parameters of effective self-realization and personal subjective quality of life and hardiness is a key personality formation that mediates stress factor influence on psychological well-being and success in activities

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Mihaela Rus, Mihaela Luminita Sandu, Senouci Boumediene, Tănase Tasențe, and Djellouli Zineb. "Self competence and psychological hardiness: self-efficacy as Moderator." Technium Social Sciences Journal 13 (October 29, 2020): 235–43. http://dx.doi.org/10.47577/tssj.v13i1.1936.

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The study aimed to determine the role that self-efficacy play between self-competence and psychological hardiness, The study sample consists of (278) indivudial who chosen from two countries, and to achieve the objectives of the study the researchers use psychological hardiness scale, self-efficacy scale, self-competence scale, after collecting and processing information statistically using the Statistical Package for Social Sciences SPSS, the researchers reached the following results: that self-efficacy don’t play moderator role between self-competence and psychological hardiness. self-efficacy effect in psychological hardiness and not effect in self competence. there is no difrrent significant in self efficacy according to interaction between age and gender.

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Lambert, Clinton E., and Vickie A. Lambert. "Psychological Hardiness: State of the Science." Holistic Nursing Practice 13, no. 3 (April 1999): 11–19. http://dx.doi.org/10.1097/00004650-199904000-00004.

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Kinder, Rachel A. "Psychological Hardiness in Women with Paraplegia." Rehabilitation Nursing 30, no. 2 (March 4, 2005): 68–72. http://dx.doi.org/10.1002/j.2048-7940.2005.tb00362.x.

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Nowack, Kenneth M. "Type A, hardiness, and psychological distress." Journal of Behavioral Medicine 9, no. 6 (December 1986): 537–48. http://dx.doi.org/10.1007/bf00845283.

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Morrissey, Craig, and T. Edward Hannah. "Measurement of Psychological Hardiness in Adolescents." Journal of Genetic Psychology 148, no. 3 (September 1987): 393–95. http://dx.doi.org/10.1080/00221325.1987.9914569.

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Azadi, Roya, Hassan Ahadi, and Hamid Reza Hatami. "The Relationship of Psychological Wellbeing and Psychological Hardiness With the Mediating Role of Social Support in Women With Breast Cancer." Quarterly of the Horizon of Medical Sciences 27, no. 1 (January 1, 2021): 18–33. http://dx.doi.org/10.32598/hms.27.1.3093.2.

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Aims: Breast cancer is the most common cancer in women and the first cause of cancer death. This study aims to determine the relationship between psychological wellbeing and psychological hardiness with the mediating role of social support in women with breast cancer. Methods & Materials This research was a correlation study based on Structural Equation Modeling (SEM). The study population consisted of women with breast cancer living in Mazandaran Province, Iran, in 2017. For this study, a sample of 236 patients with breast cancer was selected by the random sampling method. Then, Ryff psychological welfare questionnaire, Ahvaz hardiness inventory, and Berlin social support scales were administered to them. The obtained data were analyzed using the SEM. Findings: The correlation between variables of psychological wellbeing and psychological hardiness with social support was significant (P<0.001). Fit indices indicated an appropriate fit for the proposed model (P<0.05). There was also a significant relationship between psychological hardiness and psychological wellbeing through social support (P<0.05). Conclusion: Considering the importance of preserving and improving the quality of life of patients with breast cancer, the evaluation of psychological hardiness, and social support with psychological wellbeing, and proper intervention to improve the mental health of these patients, is recommended.

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Ausie, Roselli Kezia, Ria Wardani, and Selly Selly. "Hubungan antara Hardiness dan Kesejahteraan Psikologis pada Calon Bintara Korps Wanita Angkatan Darat (KOWAD) di Pusat Pendidikan KOWAD Bandung." Humanitas (Jurnal Psikologi) 1, no. 3 (April 3, 2018): 209. http://dx.doi.org/10.28932/humanitas.v1i3.758.

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The study aims to determine the relationship between hardiness and psychological well-being, in Bintara candidate’s of Korps Wanita Angkatan Darat (KOWAD) at Pusat Pendidikan KOWAD (Pusdikkowad) Bandung. Pusdikowad conducts educational activities with very strict routines and high discipline. For the education period 2016-2017, followed by 96 participants. Basically, the ability of respondents to persevere with the strength and courage to face this kind of pressing situation will be reflected through commitment, control, and feelings of challenge. The outcome of this hardy personality is the waking of psychological well-being. The two main concepts underlying this research are the hardiness theory of Maddi and Khoshaba (2005) and psychological wellbeing theory of Ryff (1989). The validity of hardiness instrument are between 0.34 - 0.72 with reliability of 0.821, while the validity of the psychological welfare are 0,30 - 0.70 with reliability 0.82. Research with correlation Spearman correlation method by SPSS 24.0 for Windows. The results of statistical tests show the correlation coefficient between hardiness and psychological welfare of 0.755 with significance level 0.00. Results illustrate taht any addition of hardiness strength it will be improve the psychological well-being of respondents.The proposed suggestion is to conduct a similar research but using pre and post-test design in order to get an idea of the hardiness and psychological wellbeing before and after education is implemented.

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Abdellatif, Mohamed Sayed Mohamed, and Mervat Azmy Zaki Abdel-Gawad. "The Relative Contribution of Higher-Order Thinking in Predicting Psychological Hardiness of University Students." Asian Social Science 16, no. 8 (July 22, 2020): 68. http://dx.doi.org/10.5539/ass.v16n8p68.

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Higher order thinking skills include critical, logical, reflective, metacognitive, and creative thinking. They are activated when individuals encounter unfamiliar problems, uncertainties, questions, or dilemmas. They play an important role in developing University students to encounter any stressful situations. This study aims at identifying the extent to which higher-order thinking degrees contribute to predicting the psychological hardiness of university students and at identifying the differences between males and females in higher-order thinking skills and psychological hardiness The higher order thinking scale (prepared by the researchers) and the psychological hardiness scale (by Mukhaimar, 1996) were completed by (485) male and female Minia University students. The current research adopted the descriptive research approach. According to the statistical analysis, results revealed that there was a statistically significant positive relationship between higher-order thinking and psychological hardiness among the study sample and there were no statistically significant differences between males and females in higher-order thinking. In addition, higher-order thinking skills contributed holistically in predicting the psychological hardiness among the university students. This study recommended that higher order thinking skills should be an integral part of higher education. Lastly, this study offers specific suggestions for higher education stakeholders.

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Hamre, Kristina Vaktskjold, Ståle Valvatne Einarsen, Øystein Løvik Hoprekstad, Ståle Pallesen, Bjørn Bjorvatn, Siri Waage, Bente E. Moen, and Anette Harris. "Accumulated Long-Term Exposure to Workplace Bullying Impairs Psychological Hardiness: A Five-Year Longitudinal Study among Nurses." International Journal of Environmental Research and Public Health 17, no. 7 (April 10, 2020): 2587. http://dx.doi.org/10.3390/ijerph17072587.

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Personality has been hypothesized to act as antecedent as well as an outcome of workplace bullying. Still, investigations on the longitudinal relationship between bullying and personality are scarce. We investigated the relationship between accumulated exposure to bullying at work and subsequent changes in psychological hardiness. Additionally, we examined whether hardiness predicted subsequent exposure to bullying. The data were based on the Survey of Shiftwork, Sleep, and Health (SUSSH), a cohort study with annual surveys among Norwegian nurses. The participants who completed standardized instruments measuring exposure to bullying behavior at T1 (2008/09) to T4 (2012) and psychological hardiness at T1 (2008/09) and T5 (2012) were included (n = 938). The results showed that accumulated exposure to bullying (sum of exposure from T1–T4) was associated with reduced psychological hardiness at T5, adjusted for age, sex, and hardiness at baseline (β = –0.16, t = –5.70, p < 0.001). Accumulated exposure to bullying behaviors explained 2.3% of the change in hardiness. Less hardy individuals experienced higher levels of subsequent exposure to bullying behaviors, adjusted for age, sex, and bullying at baseline (β = –0.04, t = –2.21 p < 0.05). Long-term accumulated exposure to bullying behaviors seemed to be a stronger predictor for changes in hardiness as compared to hardiness in predicting exposure to bullying.

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Михальчи, Екатерина, and Ekaterina Mihal'chi. "Theoretical Model for Forming Hardiness for Persons with Disabilities." Scientific Research and Development. Socio-Humanitarian Research and Technology 8, no. 2 (June 6, 2019): 66–71. http://dx.doi.org/10.12737/article_5cf516e60054b1.88897077.

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The article presents the results of the study of the component of hardiness, in the opinion of students of inclusive groups. Based on the data obtained on the components of hardiness, theoretical model of the formation of hardiness for persons with disability was compiled. In the well-known model of the hardiness of the American scientist Maddy S. and his colleagues added the volitional qualities - courage and resilience, as a "national" component of the construct of the viability of the individual, as well as the individual's overall psychological ability - responsibility. The study of hardiness, as the psychological quality of the individual, is currently the current direction in the psychology of disability. The developed theoretical model of the formation of hardiness includes the components of physical, social and personal components and can be used as the basis for the content of the adaptation discipline “Psychology of Hardiness” for people with disabilities.

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Kowalski, Christopher Marcin, and Julie Aitken Schermer. "Hardiness, Perseverative Cognition, Anxiety, and Health-Related Outcomes: A Case for and Against Psychological Hardiness." Psychological Reports 122, no. 6 (September 25, 2018): 2096–118. http://dx.doi.org/10.1177/0033294118800444.

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The present study investigates the utility of psychological hardiness as well as the differences between rumination and worry. Undergraduate students completed questionnaires assessing hardiness, worry, rumination, mindfulness, neuroticism, anxiety, somatization, coping, and health. Correlations and partial correlations controlling for neuroticism were examined. Hardiness was negatively correlated with neuroticism, rumination, worry, and anxiety and positively correlated with mindfulness, coping, and health. When neuroticism was statistically controlled, the relationships between hardiness and rumination, health, and coping became nonsignificant, and the relationships between hardiness and worry, mindfulness, and anxiety, although attenuated, remained significant. Rumination and worry were positively correlated, but when neuroticism was statistically controlled, this relationship became nonsignificant. The results suggest that hardiness is better conceptualized as a personality style that contributes to psychological well-being. Furthermore, our findings suggest that rumination and worry are distinct cognitive processes.

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ALZAOOT, Sumiah. "THE REALITY OF PSYCHOLOGICAL HARDINESS OF SECONDARY SCHOOL STUDENTS IN JORDAN." RIMAK International Journal of Humanities and Social Sciences 3, no. 1 (January 1, 2021): 243–56. http://dx.doi.org/10.47832/2717-8293.1-3.19.

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The research aimed to monitor the level of psychological hardiness of secondary school students in the Balqa Governorate in Jordan, and to reveal the differences in the responses of the sample respondents of the study according to gender. The research sample consisted of (500) male and female students. To achieve the objectives of the research, the researcher adopted the descriptive analytical approach. The most prominent results showed that the level of the psychological hardiness of the secondary school students in Balqa Governorate in Jordan, attained the average level by (67.67%). The researcher recommended that the concerned in the Ministry of Education should take interest in the actual psychological needs of secondary school students to improve their psychological hardiness.

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ALZAOOT, Sumiah. "THE REALITY OF PSYCHOLOGICAL HARDINESS OF SECONDARY SCHOOL STUDENTS IN JORDAN." RIMAK International Journal of Humanities and Social Sciences 3, no. 1 (January 1, 2021): 243–56. http://dx.doi.org/10.47832/2717-8293.1-3.19.

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The research aimed to monitor the level of psychological hardiness of secondary school students in the Balqa Governorate in Jordan, and to reveal the differences in the responses of the sample respondents of the study according to gender. The research sample consisted of (500) male and female students. To achieve the objectives of the research, the researcher adopted the descriptive analytical approach. The most prominent results showed that the level of the psychological hardiness of the secondary school students in Balqa Governorate in Jordan, attained the average level by (67.67%). The researcher recommended that the concerned in the Ministry of Education should take interest in the actual psychological needs of secondary school students to improve their psychological hardiness.

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Ghorbani, Nima, and P. J. Watson. "Hardiness Scales in Iranian Managers: Evidence of Incremental Validity in Relationships with the Five Factor Model and with Organizational and Psychological Adjustment." Psychological Reports 96, no. 3 (June 2005): 775–81. http://dx.doi.org/10.2466/pr0.96.3.775-781.

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This study examined the incremental validity of Hardiness scales in a sample of Iranian managers. Along with measures of the Five Factor Model and of Organizational and Psychological Adjustment, Hardiness scales were administered to 159 male managers ( M age = 39.9, SD = 7.5) who had worked in their organizations for 7.9 yr. ( SD = 5.4). Hardiness predicted greater Job Satisfaction, higher Organization-based Self-esteem, and perceptions of the work environment as being less stressful and constraining. Hardiness also correlated positively with Assertiveness, Emotional Stability, Extraversion, Openness to Experience, Agreeableness, and Conscientiousness and negatively with Depression, Anxiety, Perceived Stress, Chance External Control, and a Powerful Others External Control. Evidence of incremental validity was obtained when the Hardiness scales supplemented the Five Factor Model in predicting organizational and psychological adjustment. These data documented the incremental validity of the Hardiness scales in a non-Western sample and thus confirmed once again that Hardiness has a relevance that extends beyond the culture in which it was developed.

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Teo, Stephen T. T., Diep Nguyen, Fiona Trevelyan, Felicity Lamm, and Mark Boocock. "Workplace bullying, psychological hardiness, and accidents and injuries in nursing: A moderated mediation model." PLOS ONE 16, no. 1 (January 8, 2021): e0244426. http://dx.doi.org/10.1371/journal.pone.0244426.

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Workplace bullying are prevalent among the nursing workforce. Consequences of workplace bullying include psychological stress and workplace accidents and injuries. Psychological hardiness is proposed as a buffer for workplace bullying and psychological stress on workplace accidents and injuries. This study adopted the Affective Events Theory and Conservation of Resources Theory to develop and test a moderated mediated model in two field studies. Study 1 (N = 286, Australian nurses) found support for the direct negative effect of workplace bullying on workplace accidents and injuries with psychological stress acting as the mediator. The mediation findings from Study 1 were replicated in Study 2 (N = 201, New Zealand nurses). In addition, Study 2 supplemented Study 1 by providing empirical support for using psychological hardiness as the buffer for the association between psychological stress and workplace accidents and injuries. This study offers theoretical and empirical insights into the research and practice on psychological hardiness for improving the psychological well-being of employees who faced workplace mistreatments.

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Teo, Stephen T. T., Diep Nguyen, Fiona Trevelyan, Felicity Lamm, and Mark Boocock. "Workplace bullying, psychological hardiness, and accidents and injuries in nursing: A moderated mediation model." PLOS ONE 16, no. 1 (January 8, 2021): e0244426. http://dx.doi.org/10.1371/journal.pone.0244426.

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Workplace bullying are prevalent among the nursing workforce. Consequences of workplace bullying include psychological stress and workplace accidents and injuries. Psychological hardiness is proposed as a buffer for workplace bullying and psychological stress on workplace accidents and injuries. This study adopted the Affective Events Theory and Conservation of Resources Theory to develop and test a moderated mediated model in two field studies. Study 1 (N = 286, Australian nurses) found support for the direct negative effect of workplace bullying on workplace accidents and injuries with psychological stress acting as the mediator. The mediation findings from Study 1 were replicated in Study 2 (N = 201, New Zealand nurses). In addition, Study 2 supplemented Study 1 by providing empirical support for using psychological hardiness as the buffer for the association between psychological stress and workplace accidents and injuries. This study offers theoretical and empirical insights into the research and practice on psychological hardiness for improving the psychological well-being of employees who faced workplace mistreatments.

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Eroz, Sibel Su, and Emine Onat. "Psychological hardiness: a survey in hospitality management." Pressacademia 5, no. 1 (March 30, 2018): 81–89. http://dx.doi.org/10.17261/pressacademia.2018.820.

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Grankina-Sazonova, Natalia. "THE PSYCHOLOGY STUDENTS ̓ PSYCHOLOGICAL WELLBEING AND HARDINESS." Psychological journal 7, no. 17 (August 2, 2018): 23–42. http://dx.doi.org/10.31108/1.2018.7.17.2.

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Sandvik, Asle M., Paul T. Bartone, Sigurd William Hystad, Terry M. Phillips, Julian F. Thayer, and Bjørn Helge Johnsen. "Psychological hardiness predicts neuroimmunological responses to stress." Psychology, Health & Medicine 18, no. 6 (December 2013): 705–13. http://dx.doi.org/10.1080/13548506.2013.772304.

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Hannah, T. Edward, and Craig Morrissey. "Correlates of Psychological Hardiness in Canadian Adolescents." Journal of Social Psychology 127, no. 4 (August 1987): 339–44. http://dx.doi.org/10.1080/00224545.1987.9713713.

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Lee, Mi Ra, Hee Young So, Eun Kyong Ahn, and Tae Sook Kim. "Hardiness: Determinants of Psychological Distress from Stress." Journal of Korean Academy of Nursing 28, no. 3 (1998): 583. http://dx.doi.org/10.4040/jkan.1998.28.3.583.

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Kuprieieva, Olga, Tetiana Traverse, Liudmyla Serdiuk, Olena Chykhantsova, and Oleksandr Shamych. "FUNDAMENTAL ASSUMPTIONS AS PREDICTORS OF PSYCHOLOGICAL HARDINESS OF STUDENTS WITH DISABILITIES." SOCIAL WELFARE: INTERDISCIPLINARY APPROACH 1, no. 10 (December 18, 2020): 96. http://dx.doi.org/10.21277/sw.v1i10.566.

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The article describes the psychological study determining the factors that support fundamental assumptions of students with disabilities. We have determined correlations between psychological hardiness of students with disabilities and their system of fundamental assumptions; beliefs in the benevolence of the surrounding world and people, in the meaningfulness of some events, in a chance to build successfully one’s own life and in one’s own luck have a significant influence on psychological hardiness. The predictors of psychological hardiness of students with disabilities are: positive interactions with the outside world; self-acceptance as a conscious acceptance of various aspects of one’s own personality; personal autonomy, which allows an individual to independently determine their own behaviour, assess adequately their capabilities and resist external influences.

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Motamedi, Hadi, Abdolvahhab Samavi, and Reza Fallahchai. "Effectiveness of Group-based Acceptance and Commitment Therapy vs Group-based Cognitive-behavioral Therapy in the Psychological Hardiness of Single Mothers." Journal of Research & Health 10, no. 6 (November 1, 2020): 393–402. http://dx.doi.org/10.32598/jrh.10.6.1602.2.

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Background: Hardiness as a fundamental element of control plays a constructive role in coping with stress and moderates the effects of stress. This study aimed to compare the effectiveness of group-based Acceptance and Commitment Therapy (ACT) and group-based Cognitive-behavioral Therapy (CBT)in the psychological hardiness of single mothers. Methods: The research was conducted using a quasi-experimental pretest-posttest design with control group. Also, the statistical population included all female-headed families in the region 16 of Tehran. From women with low scores in the Ahvaz psychological hardiness questionnaire, 45 women were randomly selected and assigned into three groups: two experimental and one control group. The acceptance and commitment and cognitive-behavioral therapies were implemented in the first and second experimental groups, respectively; the control group did not receive any intervention. The experimental groups received nine training sessions. Then, the study hypotheses were tested using the 1-way analysis of covariance. Results: Both interventions effectively increased the psychological hardiness in the single mothers, but no significant difference was found between the two intervention groups (P=0.38). Conclusion: According to the results, it is possible to increase the psychological hardiness of the single mothers by group-based acceptance and commitment therapy and group-based cognitive-behavioral therapy.

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Motamedi, Hadi, Abdolvahhab Samavi, and Reza Fallahchai. "Effectiveness of Group-based Acceptance and Commitment Therapy vs Group-based Cognitive-behavioral Therapy in the Psychological Hardiness of Single Mothers." Journal of Research & Health 10, no. 6 (November 1, 2020): 393–402. http://dx.doi.org/10.32598/jrh.10.6.1602.2.

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Background: Hardiness as a fundamental element of control plays a constructive role in coping with stress and moderates the effects of stress. This study aimed to compare the effectiveness of group-based Acceptance and Commitment Therapy (ACT) and group-based Cognitive-behavioral Therapy (CBT)in the psychological hardiness of single mothers. Methods: The research was conducted using a quasi-experimental pretest-posttest design with control group. Also, the statistical population included all female-headed families in the region 16 of Tehran. From women with low scores in the Ahvaz psychological hardiness questionnaire, 45 women were randomly selected and assigned into three groups: two experimental and one control group. The acceptance and commitment and cognitive-behavioral therapies were implemented in the first and second experimental groups, respectively; the control group did not receive any intervention. The experimental groups received nine training sessions. Then, the study hypotheses were tested using the 1-way analysis of covariance. Results: Both interventions effectively increased the psychological hardiness in the single mothers, but no significant difference was found between the two intervention groups (P=0.38). Conclusion: According to the results, it is possible to increase the psychological hardiness of the single mothers by group-based acceptance and commitment therapy and group-based cognitive-behavioral therapy.

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Abdi, Safar, Tayebeh Sharifi, Ahmad Qazanfari, and Kamal Solati. "A comparison of the effectiveness of group reality therapy and positive psychotherapy on irrational beliefs and psychological hardiness in brilliant talent students." Journal of Shahrekord University of Medical Sciences 21, no. 1 (January 19, 2019): 31–38. http://dx.doi.org/10.34172/jsums.2019.06.

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Background and aims: Irrational beliefs in brilliant talent students can influence their psychological hardiness and lead to adverse social and academic outcomes. The present study mainly aimed to compare the effectiveness of group reality therapy and positive psychotherapy in improving the irrational beliefs and psychological hardiness of male brilliant talent high school students in Shahrekord during 2017. Methods: The present experimental research, used pretest and posttest design including intervention and control groups. The study population included all the male gifted students in Shahrekord (N=276) who were first screened and then, 60 individuals were selected by convenience random sampling. Next, the individuals were assigned a number and then divided into two experimental groups (each containing 20 students) and one control group (including 20 students) using a random number table. Afterward, group reality therapy and positive psychotherapy interventions were performed within eight and ten weeks for the experimental groups, respectively. In addition, Jones Irrational Beliefs Test (IBT) and Kobasa’s Psychological Hardiness Scale were employed to data collection. Six months after post-test implementation, the students were followed up. Finally, the data were analyzed using repeated-measures ANOVA and Bonferroni post hoc test. Results: The findings revealed that group reality therapy and positive psychotherapy led to a decrease in irrational beliefs while such therapies improved psychological hardiness in brilliant talent students (P<0.001). Conversely, the results of the post-hoc test indicated no significant difference between the effects of group reality therapy and positive psychotherapy on irrational beliefs and psychological hardiness in brilliant talent students (P>0.05). Conclusion: In general, group reality therapy and positive psychotherapy reduced irrational beliefs whereas they improved psychological hardiness of the brilliant talent students and therefore, these therapies can be used as effective interventions for the intended population.

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Гарданова, Жанна Робертовна, and Валерия Алексеевна Манина. "THE RELATIONSHIP OF ABILITY TO OVERCOME PSYCHOLOGICAL BARRIERS OF EDUCATIONAL ACTIVITIES AND LEVEL OF HARDINESS AMONG STUDENTS." Вестник Тверского государственного университета. Серия: Педагогика и психология, no. 1(54) (March 31, 2021): 81–89. http://dx.doi.org/10.26456/vtpsyped/2021.1.081.

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Приводятся результаты теоретического анализа и экспериментального исследования проблемы взаимосвязи уровня жизнестойкости и способности к преодолению психологических барьеров, возникающих в процессе учебной деятельности у студентов. Проведенный анализ включает в себя работы как отечественных, так и зарубежных исследователей С. Мадди, Д.А. Леонтьева, М.А. Одинцовой и др. Эмпирическое исследование проведено в два этапа, с применением методик оценки уровня жизнестойкости и выраженности психологических барьеров учебной деятельности, выборка исследования составила 60 человек. Статистический анализ показал значимые корреляционные взаимосвязи, которые свидетельствуют о влиянии на способность к преодолению психологических барьеров учебной деятельности таких показателей жизнестойкости, как вовлеченность, контроль, принятие риска и жизнестойкость. Данное исследование позволяет сделать вывод о влиянии уровня жизнестойкости, а также его отдельных показателей на способность студентов к преодолению психологических барьеров учебной деятельности. Результаты исследования могут быть использованы для совершенствования работы психологической службы вузы. Provides results of theoretical analysis and experimental research of the problem of the relationship between the level of resilience and the ability to overcome psychological barriers of educational activities among students. In the theoretical analysis, hardiness is considered within the compass of the study of coping behavior, in particular overcoming psychological barriers of educational activities. The analysis carried out includes the works of both domestic and foreign researchers S. Maddi, D.A. Leontyev, M.A. Odintsova et al. The empirical study of the problem of the relationship between the level of hardiness and the ability to overcome psychological barriers among students was carried out in two stages, using methods for assessing the level of hardiness and the intensity of psychological barriers of educational activities, the study sample consisted of 60 people. Statistical analysis showed significant correlations, which indicate the influence of such indicators of hardiness as involvement, control, risk acceptance and hardiness on the ability to overcome psychological barriers of educational activities among students. This study allows to conclude about the impact of the level of hardiness on the ability of students to overcome psychological barriers. The research results can be used to improve the psychological service of universities.

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Darvishzadeh, Kobra, and Zahra Dasht Bozorgi. "The Relationship between Resilience, Psychological Hardiness, Spiritual Intelligence, and Development of the Moral Judgement of the Female Students." Asian Social Science 12, no. 3 (February 23, 2016): 170. http://dx.doi.org/10.5539/ass.v12n3p170.

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This study aims to determine the relationship between resilience, psychological hardiness, spiritual intelligence, and development of the moral judgment of the female students in 2014. The research sample included 200 female high school students of District 2, Ahvaz-Iran in educational year of 2014-15 that were selected using the available sampling method. In this paper, for measuring the resilience, psychological hardiness, and spiritual intelligence, resilience scale, Ahvaz Hardiness questionnaire, and moral judgment questionnaire were used, respectively. For data analysis, in addition to the descriptive statistics, inferential statistical such as Pearson's correlation coefficient and multivariate regression analysis using the simultaneous method was used. Data analysis showed that there is a positive and significant relationship between the psychological hardiness, spiritual intelligence, and growth of the moral judgment. Moreover, results of the regression analysis showed that predictor variables are effective in clarifying the 0.41 of the variance of the spiritual intelligence development of the students.

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Sivrikaya, M. Haluk. "The Role of Psychological Hardiness on Performance of Scissors Kick." Journal of Education and Training Studies 6, no. 12a (January 3, 2019): 70. http://dx.doi.org/10.11114/jets.v6i12a.3932.

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The main purpose of this study was to find the effect of psychological hardiness on performance of scissors kick in football. The present research was practical in terms of purpose and correlation in term of nature. The statistical population of research was Ataturk University female students (18-24 yrs old) unfamiliar to football scissors kick, in 2018. So, 28 participants were selected randomly based on Morgan Table from 30 vulenteers. In this study, two quastionnars of hardiness and Charbonneau sport performance were used to collect data. To test hypotheses, regression test was used. In this research, SPSS 20 software was used in all calculations and tests.The results showed that psychological hardiness play a significant role on performance of scissors kick. It is one of the most important characteristics of a successful athlete.

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Saleh Jarwan, Ali, and Basem Mohammed Al-frehat. "Emotional Divorce and its Relationship with Psychological Hardiness." International Journal of Education and Practice 8, no. 1 (2020): 72–85. http://dx.doi.org/10.18488/journal.61.2020.81.72.85.

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Ndlovu, Velly, and Nadia Ferreira. "Students’ psychological hardiness in relation to career adaptability." Journal of Psychology in Africa 29, no. 6 (November 2, 2019): 598–604. http://dx.doi.org/10.1080/14330237.2019.1689468.

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Qaisy, Lama. "Psychological Hardiness Level at Tafila Technical University Students." British Journal of Education, Society & Behavioural Science 16, no. 4 (January 10, 2016): 1–7. http://dx.doi.org/10.9734/bjesbs/2016/25515.

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Grishina, Anastasia Vasilievna, and Abakumova Irina Vladimirovna. "Informational Behavior in the COVID-19 Pandemic: Psychological Predictors." International Journal of Cognitive Research in Science, Engineering and Education 8, Special issue (December 21, 2020): 59–67. http://dx.doi.org/10.23947/2334-8496-2020-8-si-59-67.

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The core problem of the COVID-19 pandemic for psychologists is to find out how people cope with the stress of isolation and the threat of fatal disease. The scale of the pandemical impact on the psychological well-being of an individual has still no knowledge and psychological predictors which the impact depends on need to be identified. This paper presents an empirical study of informational behavior and its psychological predictors in the pandemic. The research was held online in April-May 2020. The total amount of 165 participants, aged from 18 to 66. The subjects were chosen from a randomly selected sample. The participants were asked to estimate their informational consumption in pandemic. Tolerance to ambiguity, hardiness and anxiety was studied in groups distinguished according to changes in informational consumption. The findings of this study indicate a significant correlation between informational behavior and psychological characteristics related to coping with stress. Besides the analysis proved a negative correlation between reactive and personal anxiety and tolerance to ambiguity, hardiness and its components. We have confirmed that increased informational comsumption can be considered as a coping strategy for overcoming the pandemic social isolation among respondents with low hardiness and tolerance to ambiguity. Stable and decreased informational consumption indicates that respondents with high hardiness and tolerance to ambiguity and low state and trait anxiety don’t need to consume information for coping with difficulties of pandemic self-isolation. Future work will concentrate on expanding the list of psychological predictors of informational behavior and studying the features of their interaction in different situations.

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Benishek, Lois A. "Evaluation of the Factor Structure Underlying Two Measures of Hardiness." Assessment 3, no. 4 (December 1996): 423–35. http://dx.doi.org/10.1177/107319119600300408.

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This study critically evaluated the factor structure underlying two measures of hardiness. Hardiness was conceptualized by Kobasa as consisting of three factors: commitment, control, and challenge. Over time, however, one- to four-factor solutions have been identified, depending on the measures used and the population studied. A sample of 183 adult university employees completed the Personal Views Survey (PVS) and the Revised Hardiness Scale (RHS). Neither principal axis factor analyses nor confirmatory factor analyses supported Kobasa's conceptualization of hardiness. The findings of this study highlight the importance of reevaluating how hardiness is conceptualized and revising its measures before continuing to investigate each factor's effect on physical and psychological wellness.

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Epishin, Vitalii E., Albina B. Salikhova, Nataliya V. Bogacheva, Mariia D. Bogdanova, and Maria G. Kiseleva. "Mental Health and the COVID-19 Pandemic: Hardiness and Meaningfulness Reduce Negative E!ects on Psychological Well-Being." Psychology in Russia: State of the Art 13, no. 4 (2020): 75–88. http://dx.doi.org/10.11621/pir.2020.0405.

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Background. !e COVID-19 outbreak and the measures taken to curb it have changed people’s lives and a"ected their psychological well-being. Many studies have shown that hardiness has reduced the adverse e"ects of stressors, but this has not been researched in the Russian COVID-19 situation yet. Objective. To assess the role of hardiness and meaningfulness as resources to cope with stress and minimize its e"ects on psychological wellbeing. Design. !e study was conducted March 24–May 15, 2020 on a sample of 949 people (76.7% women), aged 18–66 years (M = 30.55, Me = 27, SD = 11.03). !e data was divided into four time-periods, cut o" by the dates of signi$cant decisions by the Russian authorities concerning the COVID-19 pandemic. !e questionnaires were: Beck Anxiety and Depression Inventories, Symptom Check-list-90-R, Noetic Orientations Test, and Personal Views Survey-III. Results. Welch’s ANOVA showed signi$cant di"erences between the time-periods in meaningfulness, hardiness, anxiety, depression, and the General Symptomatic Index (GSI) (W = 4.899, p < 0.01; W = 3.173, p < 0.05; W = 8.096, p < 0.01; W = 3.244, p < 0.022; and W = 4.899, p < 0.01, respectively). General linear models for anxiety, depression, and GSI showed that biological sex, chronic diseases, self-assessed fears, and hardiness contributed to all of them. In all three models, hardiness had the most signi$cant impact. Anxiety was also in%uenced by the time factor, both in itself and in its interaction with hardiness levels. With less hardiness, more anxiety occurred over time. Conclusion. Hardiness was shown to be a personal adaptive resource in stressful situations related to the COVID-19 pandemic.

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Brynza, Iryna, and Oksana Kuznetsova. "TEST QUESTIONNAIRE "PARTIAL POSITIONS OF PERSONALITY HARDINESS": RESULTS OF CREATION AND APPROBATION." Bulletin of Taras Shevchenko National University of Kyiv. Series “Psychology”, no. 1 (11) (2020): 14–22. http://dx.doi.org/10.17721/bsp.2020.1(11).3.

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The article presents the theoretical construction, stages of creation and results of psychometric verification of the test questionnaire "Partial positions of personality hardiness" (PPH). Hardiness stands for the ability of an individual to assimilate experience and development during life's difficulties. Partial positions of personality hardiness cover a specific manifestation of the characteristics in different types of hardships, which is implemented in a range of emotional reactions and feelings, the nature of psychological difficulties, mechanisms of assimilation of problem experience, coping strategies and transformation of unpleasant circumstances. The developed test questionnaire contains 100 statements, distributed on 5 scales of 20 statements each: "hardiness in a situation of stress", "hardiness in a situation of frustration", "hardiness in a situation of conflict", "hardiness in a crisis", "resilience in situations of uncertainty". The algorithm of the original method construction provided for several stages that meet the requirements of modern psychometrics. At the stage of approbation of the test questionnaire its reliability (method of division in half, parallel test, check of independence of results from the personality of the diagnostician), obvious, constructive, convergent; competitive validity (methods of correlation, factor analysis), discriminativeness has been verified. The presence of correlations between the indicators of the PPH test questionnaire and the S. Muddy Test of hardiness (adapted by D. Leontiev, O. Rasskazova) indicates that the developed method measures the same psychological quality as the reference test, but low (from 0.20 to 0.30) and average (from 0.30 to 0.50) values of correlation coefficients indicate that the new method has different theoretical construction grounds. Comparison of data between the test-questionnaire of PPH and parallel tests ("Test-questionnaire of indicators' diagnostics of psychological crisis experience" (PE) (O. Sannikova, I. Brynza), and a method of "Self-assessment of mental states according to G. Eysenck") showed existence of negative correlations between of the majority of comparative methods' indicators of (p≤0.01; p≤0.05). The results of approbation approved the conformity of the created method in accordance with psychometric requirements, which allows to use it both for scientific and practical purposes.

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Savchenko, G. N., and O. V. Koltsova. "Hardiness training for HIV-infected women." HIV Infection and Immunosuppressive Disorders 12, no. 3 (November 12, 2020): 111–19. http://dx.doi.org/10.22328/2077-9828-2020-12-3-111-119.

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Aim objective is to study the relationship between the viability of HIV-infected women and their psychological state, lifelong orientations, and coping strategies for developing psychological intervention.Materials and methods. The study participants were patients of the St. Petersburg Center for the Prevention and Control of AIDS. The questionnaire includes the socio-demographic characteristics of women. «Resilience Test» S. Muddy, test «Meaningful Life Orientations» (SJO) D. A. Leont’ev, Stress Management Strategies (SACS) Questionnaire C. Hobfall, the SSD-12 scale evaluates the psychological stress associated with somatic symptoms. The Impact of Event Scale is designed to measure speciﬁc human responses to stressors, where a common scale measures the degree to which a response to HIV infection is a traumatic event.Results. The average age of women who participated in the training is 38.9 years. 48,1% (13/27) have higher education. 37% (10/27) have No children. 48,1% (13/27) of women are single (do not have a permanent sexual partner). 33,3% (9/27) of the participants were diagnosed with HIV infection less than a year ago. The training included a complex of three classes. Participants gathered once a week from 6 p.m. to 8 p.m. The group was open. Those who completed a set of three classes were asked to ﬁll out a feedback form. The indicators of the «Resilience» test at a high level of statistical signiﬁcance are positively associated with the indicators of the LSS «General Intelligence», «Goals in Life», «Life Process», «Life Efficiency», «Locus of Control-I», «Locus of Control-Life». The severity of the perception of the diagnosis of HIV infection as a traumatic event has a two-way connection with psychological tension (at the cognitive, affective and behavioral levels), a negative connection with the meaning of life orientations and the need to ﬁnd the «source» of the meaning of life at the moment. The traumatic effect of HIV infection is associated with aggressive behavior, difficulties in the meaningfulness of what is happening, with a loss of vigilance and self-conﬁdence.

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Gibson, Linda M., and M. J. Cook. "Do Health Questionnaires Which Do Not Consider Sex Differences Miss Important Information?" Psychological Reports 81, no. 1 (August 1997): 163–71. http://dx.doi.org/10.2466/pr0.1997.81.1.163.

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The influence of gender on subsets of scores of Sense of Coherence, Hardiness, and personality traits was assessed in relation to psychological well-being using the Sense of Coherence Questionnaire, the Dispositional Resilience Scale, the Eysenck Personality Inventory, and the 12-item General Health Questionnaire. In a sample of Open University students (67 men aged 21 to 71 years and 239 women aged 19 to 66 years) sex differences were found in subsets of scores of Sense of Coherence, Hardiness, personality, and psychological well-being.

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Buliubash, Irina D., and E. V. Groznova. "FACTORS DETERMINING THE PSYCHOLOGICAL WELL-BEING OF PATIENTSWITH SPINAL CORD INJURY." Medical and Social Expert Evaluation and Rehabilitation 21, no. 3-4 (December 15, 2018): 183–88. http://dx.doi.org/10.18821/1560-9537-2018-21-3-183-188.

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Achieving psychological well-being is one of the perspective tasks of psychological rehabilitation of patients with spinal cord injury. The aim of the study is the focusing of psychological factors making the greatest contribution to psychological well-being of the patients. Psychodiagnostic methods were used for the study, the indicators of which characterized psychological well-being, life hardiness, emotional status, and social environment. 50 patients undergoing in-patient rehabilitation were examined. Identified using correlation analysis of the ratio indicate the need for inclusion in the recovery process of psycho-diagnostic measures the diagnosis of the degree of life hardiness (stress resistance), emotional state, social networks and quality of communication, as well as on the diagnosis of motivational states. Understanding the factors that predict psychological well-being of patients with spinal cord injury is an important aspect of their psychological rehabilitation, since they can become foci that determine the intervention of the therapist.

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Hystad, Sigurd W., Jarle Eid, Jon C. Laberg, and Paul T. Bartone. "Psychological Hardiness Predicts Admission Into Norwegian Military Officer Schools." Military Psychology 23, no. 4 (July 2011): 381–89. http://dx.doi.org/10.1080/08995605.2011.589333.

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Hystad, Sigurd W., Jarle Eid, Jon C. Laberg, and Paul T. Bartone. "Psychological hardiness predicts admission into Norwegian Military Officer Schools." Military Psychology 23, no. 4 (2011): 381–89. http://dx.doi.org/10.1037/h0094763.

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Journal articles on the topic 'Psychological hardiness'

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