Abstract
This study investigates the perceived role of psychological factors in achieving excellence in scientific research. Six outstanding scientists aged 33–42 were interviewed. Data were analyzed inductively resulting in three main dimensions: personality traits and characteristics, psychological skills and processes, and task-specific strategies. Researchers highlighted the importance of emotional factors and motivational processes to achieve and sustain scientific excellence. Flexible coping, emotion regulation, and goal setting were emphasized and described as particularly important in dealing with rejections, setbacks, and team management issues. Persistence and adaptive perfectionism were key individual characteristics which helped participants in nurturing and sustaining motivation. This study suggests that the specific impact of emotional, motivational, and other psychological skills at different stages of excellence development is relevant; yet, further investigation is needed.
Highlights
Discoveries and innovations in scientific research result from the work of both individuals and teams that perform at very high levels
We can ask: Were they the best students of their class? What influenced their choices? What distinguishes them from their peers? Which strategies do they use to sustain success? What is of utmost importance for them when committed to achieve excellence? Guided by these and additional questions on the psychological and social factors to achieve scientific excellence, the aim of this study is to describe the specific psychological characteristics and processes of developing excellence from the voice of outstanding scientists
Findings from this study show that emotional and motivational processes are associated with and required to achieve scientific excellence
Summary
Discoveries and innovations in scientific research result from the work of both individuals and teams that perform at very high levels. Excellence is rarely defined but often encapsulated in many definitions and theories of expertise In an effort at clarification, Shavinina (2009b) suggests different variations of the concept such as potential excellence and excellent achievement, individual and corporate excellence, and even situational and permanent excellence. Variations of excellence seem to result from and vary according to the theoretical framework adopted, the identification and assessment criteria used, as well as the contexts and areas of performance. Based on consensual features shared by different theoretical models, we assume excellence as a quality of individuals that demonstrates achievement far above average, with high
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