The Relationship among Psychological Hardiness, Introversion-extroversion and Academic Achievement among High School Students in Babol, Iran JPBS JOURNAL OF PSYCHOLOGY & BEHAVIORAL STUDIES Vol 4(5): 176-182 http://www.jpbsjournal.com ISSN: 2148-0664 Copyright 2016 Fahimeh Talebimansour 1*, Mehdi Arab Kalmeri 2 1 Islamic Azad University, Branch of Sari 2 Islamic Azad University, Quchan Branch * Corresponding author Email: Fahimeh.talebimansour@gmail.com ABSTRACT This study aimed to examine the relationship among psychological hardiness, introversion-extroversion and academic achievement among high school students in Babol, Iran. The study was correlation-descriptive. 200 individuals were selected through multi-stage cluster sampling. Ahvaz Psychological hardiness scale and Eysenck Personality Questionnaire (extraversion and introversion Form of kids) were used as data collection tools. To analyze data, Pearson correlation and multivariate regression analysis were used. The findings indicated that there was a significant relationship between psychological hardiness and academic achievement. There was a significant relationship between introversionextroversion and academic achievement. There were multiple relationships between psychological hardiness and introversion-extroversion academic achievement. Based on these findings we can conclude that personality traits such as psychological hardiness and introversion-extroversion are predictors of academic achievement of high school students in Babol, Iran. KEYWORDS Psychological Hardiness, Introversion- Extroversion, Academic Achievement, High School students. 176
INTRODUCTION Academic achievement was one of the most important issues in psychology and allied sciences during the last one century (Brooks, 2012). The problem in studying the success or failure was the main concerns of the different educational systems in all communities. Campbell (2013) believed that people in today's world in order to enter the society and faced with different situations of individual personality characteristics and specific the personal characteristics and personality influenced by broader issues of society and affect them. And is one of the most important factors affecting academic achievement and psychological characteristics of individuals. In this regard, Kemmelmeier et al (2005) argued that each person entering the community and thus equipped different situations and different people in many tools of psychological and personality traits such as structures. These mental structures not only influenced by various factors such as family, community and peer group, but also affect these factors (Barry et al., 2007). The researchers found that academic achievement is only possible outcome of individual intelligence or hardware on the social environment, but also psychological aspects such as personality traits and learning styles also have an important role (Busato et al., 2000). Psychological hardiness is among the factors that could be associated with academic achievement. Psychological hardiness is a personality structure whichi is considered by Kobasa (1982) as a moderating factor between the relationships of introversionextroversion.he used the theory of existential tenacity as a combination of beliefs of oneself and the world that defines the three components of commitment, control and challenge yet is f the structure of the unit that formed the integrated operation and coordination of these three related components. Commitment is the mixing of deep sense of different aspects of life such as family, job, interpersonal relationships, and more. Committed person considered the importance of the meaning and purpose of life, commitment is found versus alienment (Kobasa, 1982). A review of the research literature indicated that psychological hardiness is effective in academic achievement, in the field, the research of Bamsal and Pahwa (2015) revealed a significant relationship between psychological perseverance, achievement motivation and academic achievement. Maddi et al (2007) have pointed to the negative relationship between these two variables. Also, Premuzic et al (2005) believed that extroverted students are better in teamwork and enjoy them. Powell (2012) in his study investigated the relationship between hardiness and anxiety with academic achievement and reached to these results that high level of hardiness and anxiety at the same time had relationship with the low level of academic achievement. It is also revealed that low hardiness and high anxiety were associated with educational failure.huang (2011) in a study to compare and evaluate the tenacity and mental health concluded that hard-working people had better health than those who did not have this feature and percieved the change of life in a more positive and challenging perceptions of them. Jones (2010) in his study evaluated the psychological hardiness of the best musicians in the world; his findings showed that this process (developing and maintaining psychological hardiness) occurred in four different levels: three-phase of development, and a maintenance phase. Factors affecting the development and maintenance included: mastering the skill, competition, success, experience of international competition, training and consulting, the use of mental skills, accessing to a perceived social support network, and reflective practice. In addition, positive and negative critical incidents at the start or enhance specific components of psychological hardiness by participants act as catalyst. Eysenck (1968) explained his theory of personality based on three dimensions that we can come to this later as we consider factors such as combinations of traits or factors top three personality factors of Eysenck that created a central space by the three-dimensional characters, including introversionextraversion and neuroticism. For introverts Eysenck included being quiet, non-working, non- 177
sociable, being with caution that introversion was essentially a manner in which the energy of a person becomes with no interest to the outside world with little interest upon himself (Greif et al., 1997). While in extraversion the static forces go outside. The general difference of introversion and extraversion people is that the long-term memory of introvers is over than extrovers and their function is slower than extraverts and more accurate (Seyasi, 1999). The results of Simukonda and Prisca (2011) showed the relationship between extraversion - introversion and academic achievement in the area of Lusaka, Zambia, studied to determine whether introverts are better than extraverts in academic activities in high school or not and the results showed that there was a significant relationship, in introversion-extraversion and academic achievement among selected high schools in Lusaka, the findings showed that introverts and extroverts are related to better academic achievements and there was a significant relationship between personality characteristics and academic achievement of them. Given that the society and the educational system are changing rapidly. Based on personality traits and motivations of people is increasing gradually. Being familiar with the situation and needs of students in various educational environments can be planned more and lead better facilities for students. In fact, the aim of this study was to determine the predictive power of the components of tenacity and of introversion and extroversion in students scores. Also, being aware of the risk factors associated with motivation and academic achievement of students to teachers, students are fundamental in addition to teaching-learning process. This is the place to review and consider the potential and constraints faced the other hand, plays an important role in the education (Seif, 2011). According to what stated the purpose of this study was to investigate the relationship between psychological hardiness, introversion-extroversion with academic achievement and partially planed to investigate the relationship between the components of psychological hardiness and extroversion-introversion student's academic achievement. The overall aim was to answer these questions whether there is a relationship between psychological hardiness and introversion-extroversion with student academic achievement or not? MATERIALS AND METHODS The study was correlation-descriptive. The study population was high school girls in Babol, Iran. Referring to Morgan table and multi-stage cluster sampling, 200 samples were selected and were asked to respond to questionnaires. Data collection tools: data was collected using two questionnaires as follows: Ahvaz hardiness scale: This 27-point questionnaire was used by Kiamarsi et al (2008) to score each scale for each of the options, "never," "rarely," "sometimes" and " most of the time "to the values 0, 1, 2 and 3. Najarian et al (2008) for evaluating the the scale AHI used two methods of retest and internal consistency reliability. The correlation coefficient between test and retest interval of 6 weeks in the 119 individuals for male and female subjects were reported 0.84 and 0.85, respectively. And the psychological hardiness of the internal consistency of Cronbach's alpha coefficient was obtained 0.76 for all subjects which were quite acceptable. In this study, using Cronbach's alpha coefficient reliability of 0.82 for all the subjects and was satisfying. Eysenck Personality Questionnaire (extraversion and introversion with the form of children and teenagers): it was designed in 1975 with 81 questions. It should be noted that the present study variables such as extraversion and introversion has been studied introspection. The research tool which was in the study of scales of extraversion - introversion contained 24 questions. To determine the reliability and validity of the questionnaire, Eysenck 178
obtained it on two groups on two different times, and also obtained the validity and reliability. The internal reliability (Cronbach's alpha) for men p=75%, E=90%, N=88% and L=82% and for women P=76%, E=85% and L=79%. In addition, the test - retest reliability of the questionnaire was conducted during the re-run on a sample. RESULTS The mean and standard deviation of the variables are presented in Table 1. Table 1. Mean and standard deviation of variables Variable Mean SD Psychological hardiness 44.72 13.12 Extraversion- introversion 13.21 4.49 Academic achievement 16.33 2.73 As can be seen in Table 1, the mean and standard deviation of variable psychological hardiness were 44.72 and 13.12 respectively, and extraversion and introversion are 13.21 and 4.49 and also, academic achievement was 16.33 and 2.73. The correlation coefficient between psychological hardiness and introversion- extraversion with academic achievement are presented in Table 2. Table 2. The correlation coefficient between psychological hardiness and introversionextraversion with academic achievement. Variable Psychological hardiness Extraversion- introversion Number 200 200 correlation coefficient 0.27 0.17 Sig. 0.001 0.015 As can be seen in Table 2, the correlation coefficient between psychological hardiness and academic achievement was 0.27 (0.001) and introversion-extroversion correlation between academic achievement was obtained 0.17 (0.015) which reflects positive and significant relationship between the variables. Results of regression analysis to determine predicted variables of psychological hardiness and introversion-extroversion to explain the variance of academic achievement criteria with input method and is provided in Table 3. Table 3. Results of regression analysis to determine predicted variables of psychological hardiness and introversion-extroversion to explain the variance of academic achievement criteria with input method. Variation source SS df The average sum of squares F P Regression 143.00 2 71.50 10.46 p<0.001 Extra Total 1345.53 1488.54 197 199 6.83 The results of Table 3 show that the ration of F regression to academic achievement was significant of the subscale analysis introversion-extroversion and psychological hardiness. In 179
other words, variables of extraversion- intraversion and psychological hardiness predict variance in academic achievement. The results of the regression coefficients of predictor variables of extroversion, introversion and ppsychological hardiness are presented in the prediction of academic achievement in Table 4. Table 4. Results of the regression coefficients of predictor variables of extroversion, introversion and psychological hardiness are presented in the prediction of academic achievemen. Predictor variable B Β T P Psychological hardiness 0.08 0.13 2.03 0.044 Extraversion- introversion 1.12 0.26 3.80 0.001 =0.31, = 0.09 As seen in Table 4, the multiple correlation coefficient between the predicted scores ý and y were (linear combination of X) and observed scores between psychological hardiness and introversion-extroversion in predicting the academic achievement of variables was 0.31 and square multiple correlation coefficient was equal to 0.09 which suggested that 9 percent of variation in academic achievement is the result of introversion-extroversion and psychological hardiness. β standardized coefficient for psychological hardiness was 0.26 and t value was obtained 3.80 (p<0.001) which indicate the significance of this variable in predicting academic achievement show the standard regression coefficient. Also, standardized coefficient of β for extraversion- introversion variable was obtained 0.13 and t value was obtained 2.03 (p <0.044) which indicate the significancy of this variable means introversion-extroversion in predicting the criterion variable of academic achievement. DISCUSSION AND CONCLUSION This study aimed to examine the relationship among psychological hardiness, introversionextroversion and academic achievement among high school students in Babol, Iran. Results from this study showed a significant relationship between psychological hardiness and students; academic achievement. In the sense that by increasing of hardiness the academic achievement also increases. The results were consistent with the research results of Ganji et al (2015), Farzi et al (2013), West Man (2012), Zidner (2013), Huang (2011). In explaining this result, it can be noted that the stable performance at high levels of competition and competitiveness, psychological hardiness is a skill that will empower students and makes the situations difficult and stressful including practice and competition after succeeding. In the research of Zidner (2013) students with high test anxiety consider the position specifically as a treat as a personal threat, so that decrease the precision and power of conformity and creativity of their academic achievment. West Man (2012) in a study entitled the relationship between anxiety and academic performance and hardiness reached to the conclusion that there was a relationship between anxiety and academic performance. Also, there was a significant relationship between academic performance and hardiness. Maddi (2007) showed that high tenacity have greater academic success as well. And finally, someone who has more hardiness traits considered life events as an opportunity for a dynamic and readjustment and an opportunety for research and improving self-treat and in the face of these events does not choose passively the surrender. Feeling of influence of the course of his life and in changing 180
conditions is responsible and capable not only to sees himself valuable but also believe valuable things in life that make the meaning of life valuable (Sarafino and Nowicki, 2013). The results obtained in this study indicated that there was a relationship between extraversion-introversion and academic achievement. The results were consistent with the research results of Yasaminejad et al (2014) Bhagat (2013), Zafar (2012), Abbott and Chen (2011). Zafar et al (2012) examined the relationship between extraversion-introversion and risk-taking in the field of second language acquisition, the results showed that extroverted in the use of language skills tends to genial, and is likely to join the group, participating in conversations inside and outside the classroom. Multiple regression analysis showed that the criterion variable of academic achievement of the predictor variables of psychological hardiness, extraversion-introversion can be explained. In other words, variables of psychological hardiness and extraversion-introversion predict the academic achievement. It seems, according to this study there was a significant relationship between psychological hardiness and academic achievement. Also, the introversion and and extroversion are two important aspects of the human personality. Many of our conscious perceptions are our responses environment and determined by our mental attitudes of extroversion- introversion. Jung (1978) believed that mental energy can guide us to the outside world, or to be guided in their side. Extraverts are sociable and socially assertive and tend to others and the outside world. Introverts are shy and tend to focus on their thoughts and feelings. It should be noted that this study has limitations in terms of limit variable that just questionnaire instrument was used and other observation devices and other measuring methods were not used. Some of respondents were incomplete due to lack of accurate response to questions some test subjects also considering an investigation was limited to a small geographical environment which should be careful to generalize the results to other areas. It is recommended to research in the study of measurement methods and tools taken also, considering the importance of psychological hardiness and character variable that is proposed to be studied in other fields. Conflict of interest The authors declare no conflict of interest REFERENCES Abbott P, Chen Y, 2011. Extroversion&Academic Performance. University Of Rochester. Barry RA, Lakey B, Orehek E, 2000. Links among attachment dimensions, affect, the self, and perceived support for broadly genera- lized attachment styles and specific bonds. Personality and Social Psychology Bulletin, 33:340-353. Bhagat V, 2013. Extroversion and Academic Performance of Medical Students. International Journal of Humanities and Social Science Invention. ISSN (Online): 2319 7722, ISSN (Print): 2319 7714 Brooks MV, 2012. Health-related hardiness and chronic illness. Nursing Forum, 38:11-20. Busato VV, Prins FJ, Elshout JJ, Hamaker C, 2000. Intellectual ability, learning style achievement motivation and academic success of psychology students in higher education. Personality and Individual Differences. 29: 1057-1068. Campbell T.L, 2013. The effectiveness of family interventions for physical disorders. J Marital FAM There, Personality and Individual Differences, 29:1057-1068. 181
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