Understanding and supporting adolescents’ mental toughness in an education context

Sarah McGeown, David Putwain, Helen St.Clair-Thompson, Peter Clough

Research output: Contribution to journalArticlepeer-review

Abstract / Description of output

This study sought to explore the concept of mental toughness (comprising the attributes challenge, commitment, control and confidence) from the perceptions of adolescents, to better understand their views on these attributes and the extent to which each were regarded as important within an educational setting. In total, 54 adolescents (31 female) aged 12-17 participated. Focus group interviews (n = 15, average group size 3-4) were conducted, audio-recorded and transcribed verbatim. Data were analysed using the principles of abbreviated grounded theory. The students’ views are discussed with reference to relevant psychological theory and literature and implications for teachers interested in encouraging these positive psychological attributes among adolescents are discussed.
Original languageEnglish
Pages (from-to)196-209
Number of pages14
JournalPsychology in the Schools
Issue number2
Early online date26 Dec 2016
Publication statusE-pub ahead of print - 26 Dec 2016


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