Mental toughness in an academic context: conceptualisation, the Academic Mental Toughness Inventory (AMT) and predictability of academic achievement

Abstract

Factors individuals can control that positively influence their life seem as important right now as they have ever been. This study explored the concept of mental toughness, which is characterised by openness to challenges and approach them as an opportunity to learn and grow. Gaps in research were identified around how mental toughness is conceptualised and whether it is best considered globally or setting specific. More specifically, if mental toughness in an academic setting is appropriately captured using an academic mental toughness (AMT) specific measurement tool and if AMT impacts academic achievement. Accordingly, this study aimed to address these gaps, to do so factor analysis, correlation analysis, reliability analysis and hierarchical regression analysis were conducted. A convenience sample of 124 participants were recruited from the University of Adelaide Psychology first year student pool. Results indicated a multicomponent model of mental toughness an appropriate approach with three underlying factors found, these were personal responsibility and drive, positive cognition and visualisation. The AMT measurement tool was valid and reliable, AMT factors were associated with mental well and illbeing and to some degree academic achievement and finally, AMT factors to some extent predicted academic achievement after controlling for known influential variables. Findings contribute to previous literature in the area, extend and refine the AMT specific measurement tool and highlight the appropriateness of considering mental toughness subcomponents in any intervention strategies.