Understanding and supporting adolescents’ mental toughness in an education context

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

doi:10.1002/pits.21986

Understanding and supporting adolescents’ mental toughness in an education context

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

Moray House School of Education and Sport

Research output: Contribution to journal › Article › peer-review

Abstract

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 language	English
Pages (from-to)	196-209
Number of pages	14
Journal	Psychology in the Schools
Volume	54
Issue number	2
Early online date	26 Dec 2016
DOIs	https://doi.org/10.1002/pits.21986
Publication status	E-pub ahead of print - 26 Dec 2016

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10.1002/pits.21986

McGeownEtalPS2016UnderstandingAndSupportingAdolescents
"This is the peer reviewed version of the following article: McGeown, S., Putwain, D., St. Clair-Thompson, H. and Clough, P. (2017), UNDERSTANDING AND SUPPORTING ADOLESCENTS’ MENTAL TOUGHNESS IN AN EDUCATION CONTEXT. Psychol. Schs., 54: 196–209. doi:10.1002/pits.21986, which has been published in final form at https://doi.org/10.1002/pits.21986. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving."
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title = "Understanding and supporting adolescents{\textquoteright} mental toughness in an education context",

abstract = "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{\textquoteright} 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.",

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Understanding and supporting adolescents’ mental toughness in an education context

Abstract

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