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

Optimal learning achievement is often obtained through the consumption of nutritious and balanced food, which prevents poor nutritional statuses. This is particularly relevant to Junior High School students aged 12-15 years, who are more prone to experience malnutrition. Therefore, this study aimed to investigate determinants of students’ learning achievement according to nutritional status, nutritional knowledge, students’ diet, physical activity, and learning interest. This was a descriptive correlation cross-sectional study. Three hundred and fifty Junior High School students in Jayapura Municipality, Papua Province, Indonesia was involved as sample in this study. The study sample were taken by accidental sampling method. The primary data (knowledge of nutrition, diet, physical activity, interest in learning, nutritional status, and learning achievement) and secondary data were obtained from relevant sources and analyzed using frequency distribution analysis and statistical path analysis tests. The results showed the indirect effect of exogenous variables on the endogenous, where nutritional knowledge and students diet influenced nutritional status (p-value = 0.001), but physical activity had no impact (p-value = 0.167). Meanwhile, the direct effect of exogenous variables on the endogenous showed that nutritional knowledge, interest in learning, and nutritional status influenced students’ achievement (p-value = 0.001). Thus, nutritional status plays a significant role in determining students’ learning achievement. Nutrition knowledge and students diet indirectly affect learning achievement through nutritional status. Nutritional status, nutritional knowledge, and interest in learning directly affect the learning achievement of junior high school students. It is important to improve nutritional status through nutritional knowledge as well as students’ diet, therefore this would eventually improve learning achievement. Keywords: nutrition status, students, achievement, physical activity, interest in learning

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.