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Understanding and supporting adolescents' mental touchness in an educational context

McGeown, S, Putwain, DW, St.Clair-Thompson, H and Clough, P (2016) Understanding and supporting adolescents' mental touchness in an educational context. Psychology in the Schools, 2 (54). pp. 196-209. ISSN 0033-3085

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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 analysed 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.

Item Type: Article
Additional Information: This is the accepted version of the following article: McGeown, S. , Putwain, D. , St. Clair‐Thompson, H. and Clough, P. (2017), UNDERSTANDING AND SUPPORTING ADOLESCENTS’ MENTAL TOUGHNESS IN AN EDUCATION CONTEXT. Psychol. Schs., 54: 196-209. doi:10.1002/pits.21986, which has been published in final form at http://dx.doi.org/10.1002/pits.21986
Uncontrolled Keywords: 1303 Specialist Studies In Education, 1701 Psychology
Subjects: B Philosophy. Psychology. Religion > BF Psychology
L Education > LB Theory and practice of education
L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
Divisions: School of Education
Publisher: Wiley
Date Deposited: 17 Jul 2018 11:03
Last Modified: 17 Jul 2018 11:07
DOI or Identification number: 10.1002/pits.21986
URI: http://researchonline.ljmu.ac.uk/id/eprint/8971

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