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"Toughness (Personality trait)"
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Examining what Mental Toughness, Ego Resiliency, Self-efficacy, and Grit measure: An exploratory structural equation modelling bifactor approach
Despite conceptual similarities among the established non-cognitive constructs of Mental Toughness, Ego Resiliency, Self-efficacy, and Grit, preceding research typically considered these as adversary rather than complementary and potentially additive. Subsequently, comparatively few studies have examined these together. This paper, via two independent studies, examined commonality within Mental Toughness, Ego Resiliency, Self-efficacy, and Grit. This identified key elements that contribute to a broad, non-cognitive, resource-based construct. Study 1 (
N
= 2137) assessed shared variance among the non-cognitive constructs relative to a general factor. Study 2 (
N
= 1148) evaluated the replicability of the results from Study 1 and examined measurement invariance. Respondents completed established self-report measures indexing the study variables. Exploratory structural equation modelling bifactor analyses consistently revealed that Mental Toughness, the Ego-Resiliency Optimal Regulation subscale, and Self-efficacy loaded highly on a general factor, which the authors labelled as Non-Cognitive Adaptive Resourcefulness (NCAR). Invariance analyses supported the stability of this model across study context. This paper advanced conceptual understanding of the core shared features of independent non-cognitive constructs. The authors discuss the potential of NCAR and advocate the need for further research.
Journal Article
I'm tough!
A tough pickup truck describes the features that help the truck haul three very different loads.
Book
The relationship between perfectionism and sleep quality in athletes: the mediating role of mental toughness
Recent research suggested that mental toughness might play a mediating role in the relationship between multidimensional perfectionism and sleep quality. This study sought to examine the associations between multidimensional perfectionism, mental toughness, and sleep quality in young Chinese athletes, with a particular focus on investigating the potential mediating role of mental toughness in the relationship between multidimensional perfectionism and sleep quality. A total of 208 Chinese athletes (129 females and 79 males) aged from 15 to 29 (Mage = 19.9, SD = 2.52) were included. Structural equation modeling (SEM) was used to analyze the potential mediating effect. The results revealed that perfectionism striving was not associated with sleep quality, whereas perfectionism concerning emerged as a negative predictor of sleep quality. Mental toughness could positively predict sleep quality. The mediation analysis demonstrated that mental toughness partially mediated the relationship between perfectionism concerning and sleep quality. This study revealed that perfectionism concerning can reduce sleep quality, and mental toughness played a partial mediating role in the relationship between perfectionism concerning and sleep quality among Chinese young athletes. These findings suggest that enhancing athletes’ mental toughness and reducing perfectionism concerning may be effective strategies for improving sleep quality.
Journal Article
The Role of Mental Toughness and Positive Psychological Capital in the Effect of Perceived Social Support on Student Resilience
Background/purpose. The aim of this research is to examine whether an indirect effect exists between perceived social support and student resilience. Perceived social support has been identified as a significant factor that directly contributes to the development of student resilience. Although perceived social support is a psychological construct, the mechanisms influencing student resilience remain unclear. Grounded in Self-Regulation and Psychological Capital theories, this study explores the indirect effect of perceived social support on student resilience through mental toughness and positive psychological capital. Materials/methods. A quantitative approach with a causal research design was applied. The sampling technique utilized was purposive sampling, resulting in a total of 289 participants. The respondents are from a public university in Indonesia. Data were collected through a structured questionnaire and analyzed using Partial Least Squares Structural Equation Modeling (SEM-PLS). Results. The findings reveal that perceived social support significantly influences both mental toughness and positive psychological capital. However, no direct relationship was found between perceived social support and student resilience. The study provides evidence that mental toughness and positive psychological capital fully mediate the effect of perceived social support on student resilience. The findings clarify previously unclear psychological mechanisms by highlighting the mediating roles of mental toughness and psychological capital and demonstrate that Psychological Capital Theory can be effectively complemented by Self-Regulation Theory. Conclusion. To strengthen student resilience, educators and institutions can enhance mental toughness, foster a supportive environment, and reinforce support systems such as Counseling and Psychological Services.
Journal Article
Mental toughness development through adolescence: Effects of age group and community size
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.
Journal Article
Beyond the Books: Navigating College Well-Being through Mental Toughness, Social Connectedness, and Athletic Engagement
College students face many challenges when adjusting to classes, making friends, and potentially living away from home for the first time. Collegiate athletes face even further challenges due to the amount of time and energy dedicated to their sport. Protective factors that can allow students to thrive under pressure and protect well-being include mental toughness and social connectedness. Using both quantitative and qualitative methods, the present study examined the influence of mental toughness and social connectedness on wellbeing in undergraduates and how this differs based on levels of sport participation and physical activity. Data were collected from 163 participants from a Northeastern U.S. university, including Division I athletes, club athletes, intramural players, students who worked out, and students who were physically inactive. Higher levels of mental toughness and social connectedness were significant predictors of well-being at all activity levels. In addition, those who were physically active scored significantly higher in mental toughness and social connectedness compared to those who were physically inactive. Open ended responses provided further evidence that staying physically active, particularly with participation in sports, provided a sense of belonging that related to positive well-being and an enhanced college experience. This study demonstrates the importance of physical activity in enhancing well-being of college students through numerous positive protective factors.
Journal Article
Evaluation of the 10-item Mental Toughness Questionnaire (MTQ10): cross-cultural assessment and scrutiny of method effects
The 10-item Mental Toughness Questionnaire (MTQ10) is an easy to administer, global measure of mental toughness. Previous analysis established that the MTQ10 was psychometrically superior to the preceding, widely used, 18-item version. Nevertheless, the MTQ10 is potentially undermined by a method effect arising from the inclusion of negatively phrased items. Noting this, the present paper further assessed the measurement properties of the MTQ10 via cross-cultural comparisons. This involved assessing the factor composition in samples from the UK (
N =
596), Greece (
N
= 1230), and Italy (
N
= 425). Rather than a strict method effect, analyses found effects specific to pairs of negative items. The emergent model demonstrated partial invariance across countries. National variations in mental toughness scores were ascribable to societal differences. Convergent validity was demonstrated using theoretically related variables (Dark Triad and Life Satisfaction). Overall, results supported the use of the MTQ10 as a global mental toughness measure. Additionally, outcomes suggested that further cross-cultural comparison would provide useful insights into the nature of mental toughness.
Journal Article
The relationship between parenting style and the stigma of mental illness in adolescent athletes: the chain mediating role of self-esteem and mental toughness
The stigma surrounding mental illness is pervasive among athletes competing at the highest levels, and the adolescent athlete’s parenting style, self-esteem, and mental toughness are intimately linked to this stigma. These factors are particularly influential in determining the future career trajectory and athletic pursuits of young athletes. The objective of this study is to examine the correlation between parenting style and the stigma of mental toughness in adolescent athletes, while also confirming the intermediary influence of self-esteem and mental toughness in the relationship between the two variables. A survey was initiated on randomly selected 386 athletes at or above Level I in Guangdong Province through standardized questionnaires based on a parenting assessment scale, self-stigma scale, self-esteem scale, and mental toughness scale. The analysis and experimentation show that parenting style has a significant negative predictive impact on the self-esteem, mental toughness, and mental illness stigma of adolescent athletes. The impact of age and gender on the above factors are also explored. Furthermore, parenting style was also found to indirectly predict mental illness stigma through a chain mediation effect of self-esteem and mental toughness. These results highlight the importance of considering parenting style in improving the self-esteem and mental toughness of adolescent athletes, with the ultimate goal of reducing the stigma of mental illness among this population.
Journal Article
Mental toughness development through adolescence: Effects of age group and community size
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.
Journal Article