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.
Mcgeown, S., Putwain, D., St. Clair-thompson, H., & Clough, P. (2017). Understanding and supporting adolescents' mental toughness in an education context. Psychology in the Schools, 54(2), 196-209. https://doi.org/10.1002/pits.21986