NEXUS OF STUDENTS’ ACADEMIC HARDNESS AND SELF-EFFICACY IN PHYSICS: EXAMINING THE MODERATING ROLE OF GENDER

Abstract

This study investigated academic hardiness as a predictor of secondary school students’ self
efficacy in Physics in Awka Education Zone. Two research questions and two null hypotheses, 
tested at the 0.05 level of significance, guided the research. A correlational survey research 
design was adopted for the study. The population consisted of 6072 (2927 males and 3145 
females) senior secondary school two (SSS 2) students in the 67 public secondary schools in 
Awka Education Zone, from which a sample of 212 (105 males and 107 females) SSS 2 students 
was drawn using a multistage sampling procedure. The adapted Academic Hardiness Scale 
(SAHS) and Physics Self-efficacy Scale (PSS) were the instruments used to collect data for the 
study. The instruments were validated by three experts from the Faculty of Education, Nnamdi 
Azikiwe University, Awka. The reliability of the instruments were established using the 
Cronbach Alpha technique, which yielded coefficients of .62 and .90 respectively. Data were 
collected through direct administration with the help of two research assistants. The collected 
data were analyzed using the Pearson Product-Moment Correlation, coefficient of determination 
(R2), and ANOVA analysis. The findings of the study revealed that academic hardiness is not a 
significant predictor of male and female secondary school students’ self-efficacy in Physics. 
Based on the findings, it was recommended that Physics teachers should systematically 
incorporate cooperative learning strategies, form study groups, and create a classroom culture 
where asking questions and seeking help is normalized and encouraged. Also, it was 
recommended that students should view difficult topics in Physics not as indicators of low ability 
but as opportunities to learn and grow, leveraging social support to persist through them.