Does the confidence of first-year undergraduate students change over time according to achievement goal profile?

© 2014 Society for Research into Higher Education. This study examined the changes in students' academic behavioural confidence over the course of their first year of academic study and whether changes differ by their achievement goal profile. Self-report data were collected from 434 participants in three waves: at the beginning of the first semester of their first year of undergraduate study, at the beginning of the second semester, and again at beginning of the second year of undergraduate study. At the outset of their studies the authors identified three clusters of achievement goal profiles which differentiated between students' confidence in attaining grades, independent study and discussing course material. By the beginning of the second year any dips in confidence had disappeared which the authors construe in a positive light. The clusters of achievement goals shown at the outset of the first year of academic study does not seem to show any differentiated lasting disadvantage or advantage to students' confidence

Achievement Emotions and Academic Achievement: Reciprocal Relations and the Moderating Influence of Academic Buoyancy

Control-value theory proposes that achievement emotions impact achievement, and that achievement outcomes (i.e., success and failure) reciprocally influence the development of achievement emotions. Academic buoyancy is an adaptive response to minor academic adversity, and might, therefore, offer protection from achievement being undermined by negative achievement emotions. At present, however, there is little empirical evidence for these hypothesized relations. In this study we examined reciprocal relations between three achievement emotions (enjoyment, boredom, and anxiety) and test performance in the context of mathematics, and whether academic buoyancy moderated relations between these emotions and test performance. Data were collected from 1,242 primary school students (mean age = 9.3 years) over four waves within one school year. Achievement emotions (T1 and T3) and test performance (T2 and T4) were measured alternately. Academic buoyancy was measured at T3. A structural equation model showed negative relations of anxiety to subsequent test performance, and negative relations of test performance to subsequent anxiety. Test performance also predicted enjoyment and boredom, but not vice versa. A latent-interaction structural equation model showed buoyancy moderated relations between anxiety and test performance. Test performance was highest when anxiety was low and buoyancy high. Practitioners should consider using interventions to reduce anxiety and downstream effects on achievement

Understanding and supporting adolescents' mental touchness in an educational context

This study sought to explore the concept of mental toughness (comprising the attributes challenge, commitment, control and confidence) from the perceptions of adolescents, to better understand their views on these attributes and the extent to which each were regarded as important within an educational setting. In total, 54 adolescents (31 female) aged 12-17 participated. Focus group interviews (n = 15, average group size 3-4) were conducted, audio-recorded and transcribed verbatim. Data were analysed using the principles of abbreviated grounded theory. The students’ views are discussed with reference to relevant psychological theory and literature and implications for teachers interested in encouraging these positive psychological attributes among adolescents are discussed

A Construct Validation and Extension of the Adolescent Attachment Questionnaire (AAQ)

The adolescent attachment questionnaire (AAQ) is designed to measure adolescent attachment patterns through three components: availability, goal-corrected partnership, and angry-distress. To date there has not been a confirmatory factor analysis conducted to determine the fit of data to this theoretical model on a UK sample. This study aimed to assess the construct validity of the AAQ through cognitive interviews and a confirmatory factor analysis. Participants were adolescents aged between 12 and 16. Results from the cognitive interviews indicated that participants could correctly interpret the items. Confirmatory factor analysis showed a good fit of data to a three-factor model. Therefore, it can be concluded that the AAQ is a valid measure for attachment patterns in adolescents, provided that attachment is approached as a three-factor concept

The Development and Validation of a Mental Toughness Scale for Adolescents

The present study examined the validity of a newly developed instrument, the Mental Toughness Scale for Adolescents (MTS-A), which examines the attributes of challenge, commitment, confidence (abilities and interpersonal) and control (life and emotion). The six factor model was supporting using Exploratory Factor Analysis (EFA, n = 373) and Confirmatory Factor Analysis (CFA, n = 372). In addition, the mental toughness attributes correlated with adolescents’ academic motivation and engagement (n = 439), well-being (depression and anxiety) (n = 279) and test anxiety (n = 279), indicating relations with a number of affective, cognitive and behavioural dispositions, and demonstrating relevance in education and potentially mental health contexts

Teacher Use of Loss-Focused, Utility Value Messages, Prior to High-Stakes Examinations, and Their Appraisal by Students

This study set out to assess a new instrument designed to measure the perceived frequency that teachers use fear appeals (communicated value messages that focus on avoiding failure) prior to a high-stakes examination and their appraisal as a challenge or a threat. Data were collected from two samples of students preparing for their high-stakes school exit examinations. Exploratory and confirmatory factor analyses supported a three-factor structure of message frequency, challenge, and threat appraisal. Challenge appraisal positively correlated with value, academic self-efficacy, and engagement. Threat appraisal negatively correlated with academic self-efficacy and engagement. Message frequency was unrelated to value, academic self-efficacy, and engagement. The critical factor in determining relations with antecedents and outcomes is not the message frequency but how it is appraised

Control-Value Appraisals, Enjoyment, and Boredom in Mathematics:A Longitudinal Latent Interaction Analysis

Based on the control-value theory of achievement emotions, this longitudinal study examined students' control-value appraisals as antecedents of their enjoyment and boredom in mathematics. Self-report data for appraisals and emotions were collected from 579 students in their final year of primary schooling over three waves. Data were analyzed using latent interaction structural equation modeling. Control-value appraisals predicted emotions interactively depending on which specific subjective value was paired with perceived control. Achievement value amplified the positive relation between perceived control and enjoyment, and intrinsic value reduced the negative relation between perceived control and boredom. These longitudinal findings demonstrate that control and value appraisals, and their interaction, are critically important for the development of students' enjoyment and boredom over time

Adolescents’ Lockdown-Induced Coping Experiences (ALICE) study: A qualitative exploration of early adolescents’ experiences of lockdown and reintegration

The aim of this study was to explore the experiences and perceived impact of the COVID-19 lockdowns among early adolescents in the North West of England, as well as explore the selfcare and coping strategies that helped the young people continue to thrive. Fourteen adolescents, 9 boys and 5 girls, were recruited from four secondary schools in North West England. Remote online interviews were conducted. Inductive reflexive thematic analysis was used to analyse the interview data and four themes were identified: (1) change: ‘life feels weird’; (2) embracing lockdown; (3) feelings of Loss; and (4) stress, worry and challenge. Processes identified will be able to help inform policy and practice for supporting adolescents in the future, including the promotion of positive coping strategies and the provision of resources for young people, schools and families

Mental toughness and transitions to high school and to undergraduate study

Mental toughness can be conceptualised as a set of attributes that allow people to deal effectively with challenges, stressors and pressure. Recent work has suggested that it may be a valuable construct to consider within educational settings. The current studies explored the associations between mental toughness and educational transitions. Study 1 examined the relationships between mental toughness and concerns about moving to a new school in 105 children aged 12–13 years of age. The results revealed significant relationships between several aspects of mental toughness, but particularly confidence in abilities, and children’s concerns. Study 2 examined the relationships between mental toughness and adjustment to university in 200 undergraduate students at various stages of their course. The results revealed a role for several aspects of mental toughness; commitment, control of life, control of emotion, confidence in abilities and interpersonal confidence. The results are discussed in terms of implications for educational practice. It is suggested that measures of mental toughness could be used to identify individuals who may benefit from additional support during transition to a new school or to university, and that future research should explore the potential benefits of mental toughness training. © 2016 Informa UK Limited, trading as Taylor & Francis Group

Supporting mental health, wellbeing and study skills in Higher Education:an online intervention system

Abstract Background Dealing with psychological and study skill difficulties can present a challenge for both Higher Education (HE) students, who suffer from them, but also for HE Institutions and their support services. Alternative means of support, such as online interventions, have been identified as cost-effective and efficient ways to provide inclusive support to HE students, removing many of the barriers to help-seeking as well as promoting mental health and wellbeing. Case presentation The current case study initially outlines the rigorous approach in the development of one such online intervention system, MePlusMe. It further highlights key features that constitute innovative delivery of evidence-based psychological and educational practice in the areas of mental health, promotion of wellbeing, support of mood and everyday functioning, and study-skills enhancement. Conclusions This case study aims to present the innovative features of MePlusMe in relation to current needs and evidence-basis. Finally, it presents future directions in the evaluation, assessment, and evidence of the fitness-for-purpose process