Classroom Sense of Community and Academic Achievement: Mediating role of Academic Hardiness and Moderating Role of Gender

Proceedings of ‏The 2nd International Conference on Research in Business, Management and Finance

Year: 2020

DOI: https://www.doi.org/10.33422/2nd.icrbmf.2020.03.105

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Classroom Sense of Community and Academic Achievement: Mediating role of Academic Hardiness and Moderating Role of Gender

Kanwal Gul, Dr Irfan Hyder and Babar Ansari

 

ABSTRACT: 

The rationale of the study was to investigate the role of (a) academic hardiness (control, commitment and challenge) as a mediator between classroom sense of community and academic achievement and (b) gender as a moderator between classroom sense of community and academic achievement. 159 students from 18-24year old took part in the study by completing a validated questionnaire. Partial Linear Square procedure was used and presented evidence that academic hardiness as a whole (control, commitment and challenge) do not mediate relationship between classroom sense of community and academic achievement and but Challenge moderates the relationship between Classroom sense of community and academic hardiness. Gender also does not mediate relationship between classroom sense of community and academic achievement among Pakistani university students. These results contribute in the existing literature and also provides an insight of the behaviour and perceptions of Pakistani students to achieve grades and willingness of accord him or herself with the class room or university environment by expressing academic hardiness mediation role and gender as a moderation role between classroom sense of community and academic achievement.

Keywords: Classroom Sense of Community, Academic Hardiness, Academic Achievement.