Abstract

Objective:
Transition from further to higher education is typically reported as stressful and requiring psychological adjustment. One important trait linked to better coping and successful outcomes across performance domains is mental toughness (MT). We aimed to test relationships between MT, achievement, and progression in first-year University students.
Design:
MT was measured using the Mental Toughness Questionnaire 48 (MTQ48). Results for academic achievement (end of year grade), and progression (pass, fail, or re-sit) were obtained from University records. Pearson correlations were conducted between total MT, achievement, and progression. Linear regression tested relations between MT subscales and achievement, while two-way ANOVA tested for gender differences in MT, and between students who passed, failed, or had to re-sit.
Methods:
First-year sports students (n = 161) at a UK University completed the MTQ48 and gave permission for data to be used concerning academic results. Ethical approval was obtained from the University.
Results:
Total MT and achievement were significantly and positively related (r = .31, p <.01). Linear regression analysis found life control and interpersonal confidence to be significant predictors accounting for 12% of the variance in achievement. Men reported higher MT than women, and students who passed had significantly higher levels of MT than those who failed (p <.01, d = 0.50).
Conclusions:
The MTQ48 may be a useful screening devise to identify students at risk of failing and dropping out of their program. Interventions that target life control and interpersonal confidence would appear to be most salient in aiding transition into higher education.