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

IF 2.5 Q1 Social Sciences

Higher Education Pedagogies Pub Date : 2018-01-01 DOI:10.1080/23752696.2018.1507623

R. Stock, S. Lynam, Moira Cachia

引用次数: 4

Abstract

ABSTRACT Research 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.

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学业成功：心理韧性在预测和创造成功中的作用

一年一度的高等教育STEM会议(HEA STEM)上发表了一项研究，研究了心理韧性、积极和消极影响与学业成功之间的联系。结果表明，141名心理学本科学生(n = 141)的学业成绩与生活控制(心理韧性的一个组成部分)呈正相关。每个量表组成部分之间的进一步关系被发现在性别之间是不同的。女性在能力自信、情绪控制和学业成功之间表现出负相关，而男性只在承诺和积极情感、承诺和学业成功之间表现出联系——两者都是正相关。在这篇会议反思文章中，这项研究的结果将根据与“弹性”相关的就业能力以及如何衡量学业成功的更广泛讨论进行检查。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Higher Education Pedagogies EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

7.70

自引率

4.00%

发文量

审稿时长

13 weeks

期刊介绍： The aim of Higher Education Pedagogies is to identify, promote and publish excellence and innovations in the practice and theory of teaching and learning in and across all disciplines in higher education. The journal will provide an international forum for the sharing, dissemination and discussion of research, experience and perspectives across a wide range of teaching and learning issues. The journal will prove a valuable resource for individuals in the development and enhancement of their own practice, and for institutions in the promotion of the scholarship of teaching and learning. Higher Education Pedagogies will focus on disciplinary pedagogies and learning experiences; the higher education curriculum, i.e. what is taught and how it is developed and enhanced including both skills and knowledge; the delivery of the higher education curriculum; how it is taught and how students learn, and academic development; the role of teaching and learning in the development of academic careers and its place within the profession. Higher Education Pedagogies welcomes papers which are accessible to both specialist and generalist readers and are theoretically and empirically rigorous. Through advancing knowledge of, and practice in, teaching and learning, Higher Education Pedagogies will prove essential reading for all those who wish to stay informed of state-of-the-art teaching and learning developments in higher education. Higher Education Pedagogies is sponsored by the Higher Education Academy.