The relationship between hardiness and conceptual abilities

Despite the significant amount of research devoted to the study of hardiness, the data on the relationship between hardiness and academic success is inconsistent. On one hand, there is a positive correlation between hardiness and biologically determined properties of temperament, on the other hand, it is shown that cognitive interventions have the greatest effect and that hardiness can be developed. Based on the literature analysis, we can assume that conceptual abilities can be factors contributing to changes in hardiness. To verify this hypothesis, a study was conducted that included 299 young people studying socio-humanitarian and economic faculties at the age between 18 and 24 years old. The diagnostic complex included tests of conceptual abilities and the questionnaire of hardiness and temperament. The model of relationships between the indicators of conceptual abilities and indicators of hardiness under the control of intellectual activity and intellectual emotionality showed that intellectual activity and intellectual emotionality have a significant influence on hardiness; the influence of categorical abilities on hardiness manifests itself differently at different levels of the ability to elementary logical operations.