The Relationship Between Mental Toughness and Academic Achievement and Its Relevant Factors
- https://doi.org/10.2991/assehr.k.220504.015How to use a DOI?
- Mental toughness; Academic achievement; Growth mindset; Mindfulness
Mental toughness (MT) refers to an ability to recover, and even gain strength and growth, allowing individuals to adapt positively to their environment. MT has a positive and protective effect on overcoming adversity and achieving long-term goals. MT is closely related to good personality traits, such as, positivity, optimism, and self-confidence. These traits can directly contribute to the improvement of students’ MT levels. Current research on the relationship between mental toughness and achievement has focused on sports, i.e., most of the research has focused on athletic training for elite athletes, and little research has been conducted on other aspects, such as, academic achievements. Mental toughness helps people have the courage and confidence to face adversity and internalize it for self-growth. Several previous studies showed that academic achievement is significantly associated with MT. Mental toughness training and enhancement can be done through positive thinking training. However, it is not clear that whether academic achievement can be improved through MT interventions. The existing research has shortcomings, such as, relevant comparisons without adequate longitudinal studies, narrow research areas, and no studies on mediating factors between MT and academic achievement. Future researchers may benefit from exploring its application in other domains, as well as effective interventions or important influences.
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Cite this article
TY - CONF AU - Shuning Li PY - 2022 DA - 2022/06/01 TI - The Relationship Between Mental Toughness and Academic Achievement and Its Relevant Factors BT - Proceedings of the 2022 8th International Conference on Humanities and Social Science Research (ICHSSR 2022) PB - Atlantis Press SP - 73 EP - 77 SN - 2352-5398 UR - https://doi.org/10.2991/assehr.k.220504.015 DO - https://doi.org/10.2991/assehr.k.220504.015 ID - Li2022 ER -