mojtaba beyrami; Parvin Kadivar; mehdi arabzadeh
Abstract
The aim of this study was to identify the psychometric properties or indicators of the Mental Toughness Scale for Adolescents by McGowan et al. (2016) and examine its relationship with academic procrastination, generalized anxiety, and math anxiety using path analysis. The research sample consisted of ...
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The aim of this study was to identify the psychometric properties or indicators of the Mental Toughness Scale for Adolescents by McGowan et al. (2016) and examine its relationship with academic procrastination, generalized anxiety, and math anxiety using path analysis. The research sample consisted of 455 high school students in Zanjan city, Iran, who were selected using cluster sampling. Participants completed the relevant scales through in-person administration. Data analysis was conducted in two phases and employing factor analysis and path analysis statistical methods. In the first phase, the psychometric properties of the Mental Toughness Scale were examined. The results revealed that a six-factor solution, in line with the proposed six dimensions of Mental Toughness Scale (challenge, commitment, control over life and emotions, and self-confidence in abilities and interpersonal relationships), provided the best fit to the competing models. Additionally, the overall internal consistency of the scale was satisfactory, with a Cronbach's alpha coefficient of 0.81. In the second phase, the direct and indirect effects of Mental Toughness on generalized anxiety, math anxiety, and academic procrastination were examined using path analysis. The findings indicated that Mental Toughness has a direct impact on generalized anxiety, math anxiety, and academic procrastination. Moreover, Mental Toughness has an indirect effect on academic procrastination and math anxiety through the mediating role of generalized anxiety. The implications of the study's findings for schools and educational environments, as well as suggestions for future research, were discussed.
