Academic success: the role of mental toughness in predicting and creating success

Rosemary Stock,Siobhan Lynam,Moira Cachia

doi:10.1080/23752696.2018.1507623

Rosemary Stock, Siobhan Lynam + Show 1 more

Open Access

https://doi.org/10.1080/23752696.2018.1507623

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Abstract

ABSTRACTResearch examining the links between Mental Toughness, Positive and Negative Affect and Academic Success was presented at the Annual Higher Education STEM Conference (HEA STEM). The results indicated that undergraduate students of psychology (n = 141) showed a positive correlation between Control of Life (a component of Mental Toughness) and Academic Success, as measured by their grades. Further relationships between components of each scale were found to differ between genders. Females showed negative relationships between Confidence in Abilities and Control of Emotion and Academic Success, while males showed links only between Commitment and Positive Affect, and Commitment and Academic Success – both of these being positive relationships. In this conference reflection piece, the results of this research will be examined in the light of the wider discussions on employability in relation to ‘Resilience’ and how Academic Success is measured.

Highlights

The research presented at the HEA STEM Conference (2017) aimed to identify which personal factors are predictors of Academic Success in students, focusing on Mental Toughness and Affect
Most research in this area is conducted with Sports Science students (e.g. Clough, Earle, & Sewell, 2002) and/or younger, adolescent students (e.g. St Clair-Thomson, Bugler, Robinson, Clough, McGeown & Perry, 2014) The second key factor identified through our literature review is ‘Affect’. Previous research in this field focuses on negative emotions, and does find that they are directly related to poor grade outcome – that is, more negative emotion is associated with lower academic achievements
The study presented at HEA STEM measured Mental Toughness (MT), Positive and Negative Affect, and Academic Success in 141 undergraduate psychology students

Summary

Introduction

The research presented at the HEA STEM Conference (2017) aimed to identify which personal factors are predictors of Academic Success in students, focusing on Mental Toughness and Affect (both Positive and Negative). Clough, Earle, & Sewell, 2002) and/or younger, adolescent students (e.g. St Clair-Thomson, Bugler, Robinson, Clough, McGeown & Perry, 2014) The second key factor identified through our literature review is ‘Affect’ (or ‘mood’). Previous research in this field focuses on negative emotions (see a review by Valiente, Swanson, & Eisenberg, 2012), and does find that they are directly related to poor grade outcome – that is, more negative emotion is associated with lower academic achievements. Those in HE and FE in South Africa, does suggest associations between positive emotions and Academic Success (Zyl & Rothman, 2012)

Discussion

Conclusion