Pakistan Journal of Social Research ISSN 2710-3129 (P) 2710-3137 (O) Vol. 3, No. 4, December 2021, pp. 783-791. https://doi.org/10.52567/pjsr.v3i4.628 www.pjsr.com.pk 783 HARDINESS AND ACADEMIC ACHIEVEMENT AS PREDICTORS OF SELF-EFFICACY IN UNIVERSITY STUDENTS Syed Messum Ali Kazmi * Assistant Director, Higher Education Department, Government of the Punjab messumzkazmi@gmail.com Afsheen Gul Assistant Professor, Department of Applied Psychology, Kinnaird College for Women University, Lahore afsheenhussnain@gmail.com Hafsa Saeed Government College University, Lahore almirah.saeed@gmail.com ABSTRACT The study was designed for the purpose of assessing the impact of hardiness and academic achieve- ment on self-efficacy in university students. The study hypothesized that hardiness and academic achievement would predict self-efficacy and that there would be gender differences among these con- structs. Also, the mediating role of academic achievement was hypothesized as impacting the associa- tion between hardiness and self-efficacy. The study used a correlational research design. Purposive sampling technique was used for selecting 500 participants including 250 males and 250 females in the age range of 18 to 28. Academic motivation, academic self-efficacy and Kobasa hardiness scale were used. Data analysis was done using pearson product moment correlation, multiple regression analysis, independent sample t test and moderated mediation analysis. The results showed that hardi- ness was significantly and positively associated with academic achievement and its sub-dimensions and with self-efficacy. Hardiness and academic achievement significantly predicted self-efficacy. There were also significant gender differences that were identified in relevance to self-efficacy. Apart from this, age had a moderating impact in relevance to the relationship between hardiness and self- efficacy via the mediation of academic achievement. Keywords: Hardiness, Academic Achievement, Self-Efficacy, Moderated Mediation Analysis INTRODUCTION University education is one of the primary elements that facilitate the students to acquire fulfillment in their career on the way to face the exclusive lifestyles demanding situations. Researchers have proven that academic success relies upon on other constructs which includes gender, self-efficacy, need for achievement, creativity etc. However, there are a number of other factors which have not been as- sessed in a detailed manner including self-efficacy and hardiness. Bandura and Schunk (1981) and Betz (1989), got here to the belief that self-efficacy impact the selection and dedication in a duty, the power use in acting it, and in an effort to examine academic achievement. Studies have also shown that hardiness is an important construct in the academic domains. It is referred to as the ability to en- dure and manage difficult life conditions and circumstances. Another relevant construct is academic achievement which is referred to as the extent to which a student or teacher has been able to achieve his or her short and long term academic goals. Numerous researches and findings support a significant, positive connection among self- efficacy and academic achievement (Lent, Brown, & Larkin, 1987; Locke, Frederick, Lee, Bobko, 1984; Timber & Locke, 1987). Lent, Brown, Larkin (1987) stated that those, who have excessive self- efficacy scores and high scholastic aptitudes, have a tendency to attain more, favorable academic out- comes than those who have lower self-efficacy and aptitude rankings. A examine on self-efficacy and its affect on instructional attainment, the findings of Zimmerman, Bandura, and Martinez-Pons * Corresponding Author