Researchers have a long-standing interest in better understanding why some students avoid challenging academic course work at the risk of harming their academic standing, whereas others are willing to pursue these types of challenges. The Academic Hardiness Scale (AHS) was developed to better understand characteristics that may differentiate these two types of students. Although preliminary findings provided support for the initial version of the AHS, the measure exhibited only good to marginal coefficient alphas and limited discriminant validity. The present investigation represents the second phase of measurement development for the AHS. The study was designed to evaluate the factor structure; internal consistency reliability; discriminant, convergent, and concurrent validity; and testretest reliability of the Revised Academic Hardiness Scale (RAHS). Results from this study identified a three-component measure that has very good basic psychometric properties. The RAHS is a significant improvement over its parent instrument.

BACKGROUND In school year (SY) 2014‐2015, 128 schools in 24 districts and 14 states were randomly assigned to receive either onsite or online support to implement a school‐based wellness program. The objective of this study was to assess the cost‐effectiveness (CE) of the 2 models of implementation support: onsite and online. METHODS We adapted the “ingredients method” for the CE analysis. Using expenditure data, we tabulated the costs of relevant expense categories and allocated the appropriate proportion to determine the total costs of providing each type of support for 4 years (SY 2014‐2015 through SY 2017‐2018). We divided the average cost per school by the average change in school wellness policies and practices, using assessment data provided by the program provider, to calculate a CE ratio for schools in each group. RESULTS Findings indicate that when the program is implemented as intended, online support is, on average, approximately 1.3 times more cost‐effective than onsite support at the end of 4 years. CONCLUSIONS By demonstrating the relative CE of 2 approaches to supporting the implementation of a school health program, this study provides further insight on more efficient interventions for improving overall school wellness.

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