Mental toughness is believed to be a construct that contributes greatly to a person's success, both in sports and non-sports contexts. However, there are not many studies that examine differences in mental toughness based on athletes and non-athletes, education level, and gender. Therefore, this study aims to examine differences in mental toughness based on athletes and non-athletes, education level, and gender. A total of 244 people were involved in this study with an average age of 18.36 ± 2.17 years. Data were analyzed descriptively and using one-way ANOVA. The results of the study show that there are significant differences in mental toughness based on athletes and non-athletes (F = 10.865; p ≤ .01), education level (F = 9.816; p ≤ .01), and gender (F = 12.500; p ≤ .01). Research subjects such as athletes, students and men had higher average mental toughness scores than non-athletes, students, and women. In other words, athletes, students, and male subjects relatively have better mental toughness so they are less susceptible to experiencing excessive psychological disorders such as stress and depression. Keywords: sports psychology, mental toughness, athletes and non-athletes, students

This research aims to explore the relationship between attitudes, satisfaction, happiness, and involvement and student learning outcomes based on gender and the undertaken study program (sport and non-sport) after the covid-19 pandemic. This research is a cross-sectional study. A total of 380 students in Indonesia participated in this study. The research results show that online learning on campus was perceived positively by students of both sports and non-sports study programs. There are no significant differences in the variables of student satisfaction, happiness, involvement, and learning achievements based on gender and study program. There is a significant relationship between satisfaction with online learning, life happiness, and involvement in lectures with learning outcomes. In addition, the satisfaction variable in online learning has a direct and indirect impact on student learning outcomes through the involvement variable. The happiness of life variable has a direct impact only on the involvement variable but not on the learning achievement variable. Keywords: attitude, satisfaction, life happiness, involvement, learning achievement, online lectures

Mental health symptoms (MHS) are a significant concern in competitive sports, as athletes frequently experience high levels of stress, making them susceptible to mental health disorders. The Athlete Psychological Strain Questionnaire (APSQ) is among the recommended tools for early detection of MHS; however, previous psychometric analyses have yielded inconsistent structural models, including a unidimensional model, a three-factor model, and a second-order model. This study aimed to evaluate the psychometric properties of the Indonesian adaptation of the APSQ (APSQid) by comparing these three models. A sample of 375 Indonesian athletes (241 males, 134 females; mean age = 19.22 ± 5.13 years) participated in the study. Confirmatory factor analysis indicated that the second-order and three-factor models (CFI = 0.950, TLI = 0.929, GFI = 0.959, SRMR = 0.044, RMSEA = 0.062) provided better fit indices compared to the unidimensional model. All the APSQid items exhibited acceptable factor loadings (λ = 0.53–0.72). Internal consistency reliability was satisfactory for the self-regulation factor (ω = 0.729, α = 0.728) and performance factor (ω = 0.713, α = 0.713), but lower for the external coping factor (ω = 0.531, α = 0.559). Overall reliability of the APSQid was excellent (ω = 0.819; α = 0.822). The findings indicate that the APSQid is a valid and reliable instrument for detecting mental health symptoms among Indonesian athletes.

Introduction: Hardiness is a frequently studied psychological concept, but in the context of sports, there have been few studies, particularly on testing instruments that encapsulate this construct. Objective: To adapt the language and test the validity and reliability of the Revised Athletic Hardiness Scale (RAHS) in the context of Indonesian sports students. Methodology: A total of 189 sports students participated in this study: 135 (71.43%) were male and 54 (28.57%) were female. The sports students ranged in age from 18 to 22, with an average age of 19.48 (± 0.879). In addition to the RAHS, two other standardized instruments, MTI and SWLS, were used to test validity. Results: The CFA test results showed a good fit with the data, with a chi-square (χ2) value of 89.910 (p < 0.001), CFI = 0.936, TLI = 0.914, RMSEA = 0.080, and SRMR = 0.048. RAHSid correlated significantly with MTI (p < 0.001) and did not correlate significantly with SWLS (p > 0.05). RAHSid had high reliability, both in McDonald's omega (α) and Cronbach's alpha (α), with reliability values ranging from 0.723 to 0.840 for each dimension. Discussion: The Indonesian version of RAHSid consists of 11 items, differing from the original version, which had 12. However, psychometrically, RAHSid is a three-factor model consisting of commitment, control, and challenge, confirming the original version. Conclusions: RAHSid is a valid and reliable instrument in revealing hardiness, so that the instrument can be used to reveal hardiness in the Indonesian context, especially for sports students.

Purpose. This study aims to evaluate the effect of providing Mental Toughness Training Circle mental training on athletes' mental toughness, performance, religiosity, anxiety, satisfaction, and happiness in life. Material and methods. The randomized experimental design was used to evaluate Mental Toughness Training Circle. A total of 31 college-level athletes were involved and divided into two groups. Six important constructs related to athletes' psychological aspects, including mental toughness, performance, religiosity, anxiety, satisfaction, and athlete happiness are measured using the Mental Toughness Inventory, Self-Assessment of Athletics Performance, Spirituality in Sports Test, Sports Anxiety Scale-2, Social Validation Questionnaire, and Satisfaction with Life Scale. Results. The research findings prove that the Mental Toughness Training Circle mental training program has a significant effect on athletes' mental toughness, performance, anxiety, religiosity, satisfaction, and life happiness. Apart from that, this study also shows that the application of Mental Toughness Training Circle can increase positive emotional dimensions (mental toughness, performance, religiosity, satisfaction, and happiness) and reduce negative emotions (anxiety) in athletes. Conclusions. The implications of this study show that Mental Toughness Training Circle can be used by athletic trainers and mental coaches to improve the quality of athletes, especially in psychological or mental aspects.