Mental Toughness in Higher Education: Exploring the Roles of Flow and Feedback

Autor/inn/en	St. Clair-Thompson, Helen; Devine, Lucy
Titel	Mental Toughness in Higher Education: Exploring the Roles of Flow and Feedback
Quelle	In: Educational Psychology, 43 (2023) 4, S.326-343 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (St. Clair-Thompson, Helen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2023.2205622
Schlagwörter	Resilience (Psychology); Undergraduate Students; Attention; Psychological Patterns; Feedback (Response); Academic Achievement; Mediation Theory; Likert Scales; Scores + Suchen Sie Ihr Suchwort? Aufmerksamkeit; Schulleistung; Mediationsverfahren; Likert-Skala
Abstract	Previous research has found that mental toughness is a predictor of attainment in higher education, but there is little empirical research investigating the underpinnings of this. Two studies were therefore conducted to explore why mental toughness may be important. In Study 1, 123 undergraduates completed measures of mental toughness, flow, engagement with feedback, and reported their academic attainment. Components of mental toughness, particularly commitment, were related to flow, engagement with feedback, and academic performance. Flow and engagement with feedback were found to be significant mediators of the relationship between the commitment component of mental toughness and academic performance. In Study 2, 79 participants completed a measure of mental toughness and were assigned to high or low mental toughness groups. They then completed two mathematics tasks, and received either positive, negative, or no feedback between the tasks. Those with lower mental toughness were found to perform less well following negative feedback than those with higher mental toughness. The results are discussed in terms of implications for educators who provide feedback and seek to encourage students to engage with that feedback. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01