Psychological Stamina and Thinking Style Preferences among First-Year University Students

Henry Mason; Ane Craven; Megan Fredericks

doi:10.24085/jsaa.v10i1.3626

Psychological Stamina and Thinking Style Preferences among First-Year University Students

Authors

Henry Mason TUT https://orcid.org/0000-0002-3966-9970
Ane Craven TUT https://orcid.org/0000-0002-0856-9301
Megan Fredericks https://orcid.org/0000-0001-8661-7076

DOI:

https://doi.org/10.24085/jsaa.v10i1.3626

Keywords:

grit; hardiness; mindset; Neethling Brain Instrument (NBI); thinking style preferences

Abstract

This study investigated the association between psychological stamina (grit, mindset and hardiness) and thinking style preferences among South African university students. Data were collected from 369 first-year university students using measures of grit, mindset, hardiness and thinking style preferences. The results indicated that different thinking style preferences were related to grit, mindset and hardiness. We argue that thinking styles should be considered as an important variable when supporting first-year students. Additionally, the role of grit and hardiness in student success should be considered in conjunction with the thinking style preferences of students. Avenues for further research are considered.

Author Biographies

Henry Mason, TUT

Henry Mason (DLitt et Phil) is a social science researcher at the Tshwane University of Technology (TUT) in Pretoria, South Africa. He is registered as a Research Psychologist and Psychometrist with the Health Professions Council of South Africa, holds a Y-rating from the National Research Foundation (NRF), and is a past president of the Southern African Association for Counselling and Development in Higher Education (SAACDHE). Henry’s research interests include positive psychology, specifically emphasising purpose, meaning, and eudaimonic well-being among student populations, self-regulation applied to the learning process, and research methodology and ethics.
Ane Craven, TUT

Ané Craven is a Junior Psychometrist at the Directorate of Student Development and Support and the Tshwane University of Technology. Ané is registered with the Health Professions Council of South Africa (HPCSA) in the category: Psychometrist: Independent Practice. Ané is actively involved in the Southern African Association for Counselling and Development in Higher Education (SAACDHE) in the portfolio of Regional Chair for the Gaunolanga Region. Ané’s research interests include boredom and creativity in higher education, the contribution of noncognitive factors to student success, and aligning career guidance and counselling with the demands of the 21st-century world of work.
Megan Fredericks

Megan Fredericks is a Psychometrist at the Tshwane University of Technology (TUT). Megan is an registered Psychometrist with the Health Professions Council of South Africa. She is currently the Administrator for the Southern African Association for Counselling and Development in Higher Education (SAACDHE) Gaunolanga Region. Megan’s research interests include self-regulation within online learning, 21^st century skills, thinking and learning styles of students, career counselling, student risk and employability/graduate skills and attributes.

Downloads

Published

2022-08-17

Issue

Vol. 10 No. 1 (2022): Knowledge Production and Access

Section

Research Articles

License

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Authors who publish with this journal agree to the following terms:

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under the Creative Commons Attribution Share-alike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See: The Effect of Open Access).

How to Cite

Psychological Stamina and Thinking Style Preferences among First-Year University Students. (2022). Journal of Student Affairs in Africa , 10(1). https://doi.org/10.24085/jsaa.v10i1.3626