Understanding and supporting adolescents' mental toughness in an education context

Sarah Mcgeown, Dave Putwain, Helen St. Clair-thompson, Peter Clough

Research output: Contribution to journalArticle

3 Citations (Scopus)

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 analyzed 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
Volume54
Issue number2
Early online date26 Dec 2016
DOIs
Publication statusPublished - Feb 2017
Externally publishedYes

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adolescent
Education
group size
psychological theory
female adolescent
educational setting
grounded theory
Psychological Theory
education
confidence
commitment
Focus Groups
teacher
interview
Interviews
Students
Psychology
Group
student
literature

Cite this

Mcgeown, Sarah ; Putwain, Dave ; St. Clair-thompson, Helen ; Clough, Peter. / Understanding and supporting adolescents' mental toughness in an education context. In: Psychology in the Schools. 2017 ; Vol. 54, No. 2. pp. 196-209.
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Understanding and supporting adolescents' mental toughness in an education context. / Mcgeown, Sarah; Putwain, Dave; St. Clair-thompson, Helen; Clough, Peter.

In: Psychology in the Schools, Vol. 54, No. 2, 02.2017, p. 196-209.

Research output: Contribution to journalArticle

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