Mental Toughness and Transitions to High School and to Undergraduate Study

Autor/inn/en	St Clair-Thompson, Helen; Giles, Rebecca; McGeown, Sarah P.; Putwain, David; Clough, Peter; Perry, John
Titel	Mental Toughness and Transitions to High School and to Undergraduate Study
Quelle	In: Educational Psychology, 37 (2017) 7, S.792-809 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2016.1184746
Schlagwörter	Resilience (Psychology); Student Adjustment; High School Students; Coping; Correlation; Self Esteem; Undergraduate Students; Locus of Control; Self Control; Emotional Response; Interpersonal Competence; Ability; Self Concept Measures; Foreign Countries; Middle School Students; Student Attitudes; Factor Structure; Regression (Statistics); Questionnaires; Statistical Analysis; United Kingdom (England); Rosenberg Self Esteem Scale + Suchen Sie Ihr Suchwort? Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; High school; High schools; Oberschule; Bewältigung; Korrelation; Self-esteem; Selbstaufmerksamkeit; Selbstbeherrschung; Emotionales Verhalten; Interpersonale Kompetenz; Fähigkeit; Fertigkeit; Ausland; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Schülerverhalten; Faktorenstruktur; Regression; Regressionsanalyse; Fragebogen; Statistische Analyse
Abstract	Mental toughness can be conceptualised as a set of attributes that allow people to deal effectively 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01