UNDERSTANDING AND SUPPORTING ADOLESCENTS’ MENTAL TOUGHNESS IN AN EDUCATION 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 analyzed 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.     

Individual differences in children's risk perception and appraisals in outdoor play environments

Child characteristics including age, gender, risk-taking behaviour and sensation seeking are thought to influence children's ability to appraise risks. The present study investigated children's risk perceptions and appraisals in the context of common outdoor physical play activities. Risk perceptions and appraisal of four- and five-year olds were assessed using a pictorial risk appraisal measure and through individual semi-structured interviews examining children's decision-making. Sensation seeking and risk-taking behaviour were assessed using self- and parent-report measures. Results revealed that the children were able to identify injury risk behaviours however differentiating the severity of the potential injury was less accurate. Furthermore, the children appeared to use these judgements in their play to inform their behaviour whilst using playground equipment. Whilst they actively sought out those activities that offered challenge and excitement, they were aware of their abilities and showed caution in engaging in activities that were beyond their current capabilities. The results have implications for the provision of calculated risk-taking in outdoor play and for adult responses to the risk-taking behaviour of children.     

Development Studies and Comparative Education: Context,content, comparison and contributors

This article reviews Comparative Education over the past 20 years, explores the parallel literature of development studies, and identifies future directions and challenges for comparative education. Using Parkyn (1977) as a benchmark, an analysis of articles published between 1977 and 1998 suggests that only a small proportion appear to meet his criteria for comparative education. Parkyn's purpose for comparative education, to increase our understanding of the relationship between education and the development of human society, is shared by development studies. Educational writings within development studies have explored the meanings of development and underdevelopment and have raised important questions about the unit of analysis for comparative education. Several reasons are advanced to explain the separate development of these literatures. The contemporary challenge of globalisation presents fresh opportunities and challenges for both literatures. A shared commitment to understanding the role of education in the globalisation process and the reasoned response to it could form the heart of a shared effort in the future. Globalisation also highlights the need for more effective dialogue between comparative educators in different corners of the globe.