Mental toughness in education: exploring relationships with attainment, attendance, behaviour and peer relationships

Clair-Thompson, Helen St; Bugler, Myfanwy; Robinson, Jamey; Clough, Peter; McGeown, Sarah; Perry, John L.

doi:10.1080/01443410.2014.895294

Cited by 75 publications

(83 citation statements)

References 53 publications

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“…see also McGeown et al, 2015). This finding is also consistent with the results of St Clair- Thompson et al (2014), who found relationships between interpersonal confidence and adolescents peer relationships.The findings of study 2 also revealed higher levels of mental toughness in males than in females (see also Crust et al, 2014), along with higher levels of personal-emotional adjustment. This is consistent with the findings of Wintre and Sugar (2000) using the Student Adaptation to College Questionnaire.…”

supporting

confidence: 82%

“…Mental toughness describes a set of attributes related to how people deal with challenges, stressors, and pressure. It has been frequently related to successful sport performance (Bull, Shambrook, James, & Brooks, 2005; Connaughton, Wadey, Hanton, & Jones, 2008; Jones, Hanton, & Connaughton, 2007).Recent work has suggested that it may also be a valuable construct to consider within educational settings (Crust, Earle, Perry, Earle, Clough, & Clough, 2014;McGeown, St Clair-Thompson, & Clough, 2015;St Clair-Thompson, Bugler, Robinson, Clough, McGeown, & Perry, 2014).Several theoretical models of mental toughness have been proposed (e.g., Gucciardi, Gordon, & Dimmock, 2009; Jones et al, 2007). However, the model that perhaps offers the most parsimonious account of mental toughness (Weinberg & Gould, 2007) was provided by Clough, Earle, and Sewell (2002).…”

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confidence: 99%

“…Previous research has revealed suitable internal reliability of data collected using the questionnaire. However, it has also found relatively low reliability of the control of emotion subscale (Perry et al, 2013;St Clair-Thompson et al, 2014) and has therefore suggested the removal of questionnaire items 26 and 34. After removal of these items the current study calculated Cronbach's α values for scores on each of the subscales as .…”

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confidence: 99%

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Mental toughness and transitions to high school and to undergraduate study

Clair-Thompson

Giles

McGeown

et al. 2016

Educational Psychology

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Mental toughness can be conceptualised as a set of attributes that allow people to deal with challenges, stressors, and pressure. . Recent work has suggested that it may be a valuable construct to consider within educational settings. The current studies explored the associations between mental toughness and educational transitions. Study 1 examined the relationships between mental toughness and concerns about moving to a new school in 105 children aged 12-13 years of age. The results revealed significant relationships between several aspects of mental toughness, but particularly confidence in abilities, and children's concerns. Study 2 examined the relationships between mental toughness and adjustment to university in 200 undergraduate students at various stages of their course. The results revealed a role for several aspects of mental toughness; commitment, control of life, control of emotion, confidence in abilities and interpersonal confidence. The results are discussed in terms of implications for educational practice. It is suggested that measures of mental toughness could be used to identify individuals who may benefit from additional support during transition to a new school or to university, and that future research should explore the potential benefits of mental toughness training. Keywords; Mental toughness, educational transitions, adjustment to university MENTAL TOUGHNESS AND TRANSITIONS 2Mental toughness and transitions to high school and to undergraduate study In recent years there has been substantial interest in educational transitions. The majority of pupils in the UK education system transition from primary to secondary education at the age of 11 years. A smaller number of schools operate in a three tier system where pupils transition from first to middle school at 9 years and from middle to high school at 13 years. At aged 16 many adolescents then enter further education (academic, technical, or vocational). Following this, a large number of 18 year olds then enter higher education. For example, in the 2013/14 academic year nearly half a million students in the UK enrolled in full-time first year undergraduate study (Higher Education Statistics Agency, 2015).Transitions involve many changes, including to learning environments, academic expectations, and social interactions (e.g., Anderson, Jacobs, Schramm, & Splittgerber, 2000; Crede & Niehorster, 2012). Adjusting to these changes can be anxiety provoking and difficult to negotiate (e.g., Parker, Hogan, Eastabrook, & Oke et al., 2006;Tobbell, 2003;Zeedyk, Gallacher, Henderson & Hope et al., 2003), and can potentially reduce academic performance and diminish future potential (e.g., West, Sweeting & Young, 2010).Transitions can have an impact on various educational outcomes. The transition to a new school has been found to increase anxiety (Blyth, Simmons & Carton-Ford, 1983; Greene & Ollendick, 1993), lead to poor attendance and behavioural problems (Anderson et al., 2000; Galton, Morrison, & Pell, 2000, Smith, Akos, Lim, & Wil...

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confidence: 99%

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confidence: 99%

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Mental toughness and transitions to high school and to undergraduate study

Clair-Thompson

Giles

McGeown

et al. 2016

Educational Psychology

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“…Despite empirical investigations in non-sporting contexts (e.g., Gerber et al, 2012;Gerber, Kalak et al, 2013;Gucciardi et al, 2015;St. Clair-Thompson et al, 2015), lay perceptions of mental toughness remain relatively unexplored.…”

Section: Overall Discussionmentioning

confidence: 99%

“…Although sport has been a predominant focus, empirical research suggests that the benefits of mental toughness extend to a variety of non-sporting populations (Crust, 2007;Gerber et al, 2012;Gerber, Kalak et al, 2013;Gucciardi & Jones, 2012;Gucciardi, Hanton, Gordon, Mallett, & Temby, 2015;St. Clair-Thompson, Bugler, Robinson, Clough, McGeown & Perry, 2015).…”

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confidence: 99%

Lay perceptions of mental toughness: Understanding conceptual similarities and differences between lay and sporting contexts

Sorensen¹,

Jarden²,

Schofield³

2016

Intnl. J. Wellbeing

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Abstract:The predominant focus on sporting populations has limited our conceptual understanding of mental toughness in lay contexts. On the basis of its wider benefits beyond sports, we sought to understand the central and peripheral attributes of mental toughness from a layperson's perspective. To this end, we employed a prototype analysis which consisted of two studies. In Study 1, a list of attributes of mental toughness was generated. In Study 2, these attributes were ranked for their centrality to mental toughness. Study 1 was an open-format questionnaire, where 138 laypeople generated a final list of 75 attributes of mental toughness. The most frequently mentioned attributes were self-belief, determination, perseverance, resilience and focus, which largely supported important attributes identified by athletes in existing mental toughness literature. Study 2 surveyed 136 laypeople, who identified mental strength, overcomes obstacles, achieves/operates under pressure, determination and resilience/recovery as the most central attributes to mental toughness. Although determination and resilience aligned with existing sporting accounts of mental toughness, the remaining attributes reflect differences in perception of mental toughness between sporting and lay contexts. Examination of peripherallyrated attributes provides insights into mental toughness as an enduring form of suffering. Overall, determination and resilience emerged as frequently mentioned, as well as highly central, and, as such, represent the foundation for a universal (i.e., not context-specific) understanding of mental toughness.

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The relationship between mental toughness and cognitive control: Evidence from the item‐method directed forgetting task

Dewhurst

Anderson

Howe

et al. 2019

Applied Cognitive Psychology

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Summary Previous research by the authors found that mental toughness, as measured by the Mental Toughness Questionnaire 48 (MTQ48; Clough, P.J., Earle, K., & Sewell, D. [2002]. Mental toughness: the concept and its measurement. In I. Cockerill (Ed.), Solutions in sport psychology [pp. 32–43]. London: Thomson Publishing), was significantly associated with performance on the list‐method directed forgetting task. The current study extends this finding to the item‐method directed forgetting task in which the instruction to Remember or Forget is given after each item in the study list. A significant positive association was found between the correct recognition of Remember words and the emotional control subscale of the MTQ48. No significant associations were observed with other measures of mental toughness or personality. The findings are discussed in terms of the relationship between mental toughness and cognitive control.

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Mental toughness in education: exploring relationships with attainment, attendance, behaviour and peer relationships

Abstract: 2015) Mental toughness in education: exploring relationships with attainment, attendance, behaviour and peer relationships, Educational Psychology, 35:7, 886-907,

Cited by 75 publications

References 53 publications

Mental toughness and transitions to high school and to undergraduate study

Mental toughness and transitions to high school and to undergraduate study

Lay perceptions of mental toughness: Understanding conceptual similarities and differences between lay and sporting contexts

The relationship between mental toughness and cognitive control: Evidence from the item‐method directed forgetting task

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