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Scholars have reported that mental toughness (MT) moderates stress, helps with regaining balance after failure, and promotes mobilizing action. Accordingly, we used the Mental Toughness Questionnaire-48 to explore stage-related MT differences in a sample of 342 teenagers representing 3 stages of adolescence: 11-year-olds (early adolescence; n = 104), 14-year-olds (middle adolescence; n = 125), and 17-year-olds (late adolescence; n = 113), who came from either a large city or a small town. Analysis revealed that although MT increased across the stages of adolescence, the degree of change varied between subscales of the Mental Toughness Questionnaire-48: challenge and confidence increased, whereas control and commitment remained unchanged. Moreover, age effects also varied as a function of community size. The findings illustrate the advantage of using a multi-dimensional model of toughness for better understanding its development processes. Moreover, they could inform the design of training programs aimed at targeting problem behaviors, for example, encouraging attendance at and enhancing academic performance programs.

Scholars have reported that mental toughness (MT) moderates stress, helps with regaining balance after failure, and promotes mobilizing action. Accordingly, we used the Mental Toughness Questionnaire-48 to explore stage-related MT differences in a sample of 342 teenagers representing 3 stages of adolescence: 11-year-olds (early adolescence; n = 104), 14-year-olds (middle adolescence; n = 125), and 17-year-olds (late adolescence; n = 113), who came from either a large city or a small town. Analysis revealed that although MT increased across the stages of adolescence, the degree of change varied between subscales of the Mental Toughness Questionnaire-48: challenge and confidence increased, whereas control and commitment remained unchanged. Moreover, age effects also varied as a function of community size. The findings illustrate the advantage of using a multi-dimensional model of toughness for better understanding its development processes. Moreover, they could inform the design of training programs aimed at targeting problem behaviors, for example, encouraging attendance at and enhancing academic performance programs.

Scholars have reported that mental toughness (MT) moderates stress, helps with regaining balance after failure, and promotes mobilizing action. Accordingly, we used the Mental Toughness Questionnaire-48 to explore stage-related MT differences in a sample of 342 teenagers representing 3 stages of adolescence: 11-year-olds (early adolescence; n = 104), 14-year-olds (middle adolescence; n = 125), and 17-year-olds (late adolescence; n = 113), who came from either a large city or a small town. Analysis revealed that although MT increased across the stages of adolescence, the degree of change varied between subscales of the Mental Toughness Questionnaire-48: challenge and confidence increased, whereas control and commitment remained unchanged. Moreover, age effects also varied as a function of community size. The findings illustrate the advantage of using a multi-dimensional model of toughness for better understanding its development processes. Moreover, they could inform the design of training programs aimed at targeting problem behaviors, for example, encouraging attendance at and enhancing academic performance programs.

Civic participation has significant meaning for building internal resources of the individuals and is an important development task for them. In this article, which has theoretical and overview character, we present current knowledge of childhood and adolescence experience on civic behaviors in adulthood. Later on, we present current studies on psychological determinants of citizenship activity of young people including their personality resources, relationship with their surroundings and institutions, as well as demography and socio-economic status. At the end we focus on early experience influence on citizenship activity in adulthood.