1

Chapter 1

INTRODUCTION

Background of the Study

Negative life events, challenges and stressful situations are unavoidable to

human experience. These may affect negatively or positively both physical and

mental health. Some individuals seem not to do better than others in dealing with

hardships and tend to give up easily. To understand the factors and process that

enable some individuals to persist when others give up, being mentally tough will

allow individual to deal effectively with challenges and to persist under pressure. It

is not just the ability to keep moving but to keep doing it even the situation is getting

tougher, just like being in a competitive environment.

Mental toughness is a concept commonly referred to in the sporting world.

Some athletes don't know how to become mentally tough or how it can actually

help their psychological well-being. Mental toughness is the ability to perform well

in tough situations. As one sports psychologist said, mental toughness is “the

ability to consistently perform toward the upper range of your talent and skill

regardless of competitive circumstances." Mental toughness has often been

examined in relation to various psychological skills that they are related.

Psychological attributes play a key role, regardless of the sport, in linking

athletes with success (Williams & Krane, 2001). According to Loehr (1986),

coaches and athletes indicate that 50% of performance is mental, and that the

concept of being mentally-tough is one of the most important characteristics that

an athlete can possess. Because of the importance of the mental aspect to

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successful athletic performance, focus has been directed at measuring and

improving mental toughness.

Mental toughness has been described as one of the most used least

understood terms in applied sport psychology according to Jones (2002),

numerous articles investigating successful sport performers have cited mental

toughness as a vital component. Moreover, some of the conceptual weakness by

investigating mental toughness in elite performers. Jones (2002), want to define

mental toughness and identify the attributes required to be mentally tough

performer using personal construct theory as a guiding framework.

Psychological well-being refers to positive mental health (Edwards, 2005).

Research has shown that psychological well-being is diverse multidimensional

concept (MacLeod et al. 2002), which develops through a combination of

emotional regulation, personality characteristics, identity and life experience

(Helson & Srevastava, 2001). Psychological well-being can increase with age,

education, extraversion and consciousness and decreases with neuroticism

(keyes et. Al., 2002).

According to Golby and Shread (2004), mental toughness has recently been

suggested to be an important characteristic for athletic success and yet it remains

one of the most-less understood terms in sport psychology. Mental toughness is

define as the ability of the athletes to remain positive, realistic, calm, and clear,

even when they are under stress. Mentally tough athletes can control emotion,

they can quickly change negative emotion to positive ones and overcome mistakes

and failure. That includes their psychological well-being In order to survive difficult
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situation (Loehr, 1982). Moreover, Gucciardi and Gordon (2009) cited that mental

toughness is a collection of values, attitude, behaviors, and emotion, which enable

an individual to persevere in and overcome any obstacles.

Psychological wellbeing represents “the achievement of one’s full

psychological potential” (Carr, 2004). While Bull et al., (2005), stated that mental

toughness is the psychological attribute that enables athletes to cope with the

demands of training, competition, and lifestyle by consistently remaining focused,

confident and composed, especially in performance settings and situations that

require perseverance, persistence, and resilience.

Successful athletes utilize a number of mental skills in order to perform

effectively, and more successful athletes possess an intangible set of

psychological characteristics referred to as mental toughness (Gould &

Dieffenbach, 2002). Some researchers have explained mental toughness as a

psychological advantage over opponents and the ability to cope better than others

with situational demands (Jones et al., 2002).

This study will aim to evaluate the relationship between sport mental

toughness and psychological well-being of the Volleyball varsity players of

Mindanao State University. Mental toughness represent the ability of a person to

cope with the demands of training and competition, increased determination,

focus, self-confidence, and maintain control under pressure.

Theoretical Framework

Concepts and theories that have direct significance for, or influence on this

study are presented below to give insight on how mental toughness and
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psychological well-being could possibly affect athlete’s performance. Mental

Toughness and Psychological well-being Theories such as Hedonic Well-being

Theory, Eudemonic Well-being Theory and Implicit Theories of Mental

Toughness: Entity Theory and Incremental Theory will be utilized to support

this study.

Hedonic Well-being Theory

The concept of emotional well-being emerged from quality of life (QOL)

research. Findings from this body of research demonstrated that one’s subjective

evaluation of life satisfaction and experience with positive and negative affect are

important to one’s sense of psychological well-being (Diener et al., 1999). The

balance of positive and negative affect has also traditionally been equated with

“happiness” (Bradburn, 1969).

Eudemonic Well-being Theory

Traditional notions of psychological well-being have focused primarily on a

lack of symptom distress to indicate improved mental health (Bierman et al., 2002),

thereby neglecting aspects of positive functioning (Ryff, 1989). According to the

positive functioning domain, psychological well-being is thought to be more than a

presence of positive affect and absence of negative affect. Instead, positive and

negative affect are described to function independently and are moderately

correlated with one another.

Implicit Theories of Mental Toughness

Implicit theories (Dweck & Leggett, 1988), otherwise termed mindsets

(Dweck, 2006), refer to the lay beliefs people hold about specific human attributes
 5

such as intelligence, personality, and athletic ability, with a particular focus on

whether these qualities are considered immutable or changeable. A central

premise of the implicit theory framework is that individuals differ with regard to their

lay beliefs about the nature of human attributes, and these differences have

important implications for behavior, performance, and well-being.

Entity Theory. Individuals who endorse an entity theory, or a fixed mindset,

view qualities such as intelligence or personality as stable and trait-like whose

opportunities for change or development are not within one’s control.

Incremental Theory. Or a growth mindset, view personal attributes as

malleable and open to development or change (Dweck, 2006; Dweck & Leggett,

1988). According to Dweck (2012), those individuals “who hold an incremental

theory do not necessarily believe that everyone starts out with the same talent or

potential, or that anyone can be anything [rather] everyone has the ability to grow

with the proper motivation, opportunity, and instruction.

Conceptual Framework

This study aims to find out the significant relationship between and among

the variables in this study. Mental toughness is the independent variable which

influence the psychological well-being as the dependent variable. Whereas age,

gender, ethnicity, year level and college are the moderating variables believe to

affect the relationship between the independent and dependent variables. The

interplay of the variables in the study is presented in schematic diagram shown as

Figure 1.
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Independent Variable Dependent Variable

Mental Toughness Psychological Well-being

 Age
 Gender
 Ethnicity
 Years of Playing Experience
 Level of Competition
attended

Moderating Variables

Figure 1. A Schematic Diagram showing the relationship between

the Variables used in the study
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Statement of the Problem

The purpose of the study is to determine the significant relationship between

mental toughness as the independent variable in relation to psychological well-

being as the dependent variable. This study also aims to determine the relation of

other variables such as age, gender, ethnicity, years of playing experience and

level of competition attended as the moderating variables.

This study sight an answer to the following questions:

1. What is the demographic profile of the respondents in terms of

1.1 age;

1.2 gender;

1.3 ethnicity;

1.4 years of playing experience;

1.5 level of competition attended;

1.6 mental toughness; and

1.7 psychological well-being?

2. Is there a significant relationship between age, gender, ethnicity, years

of playing experience, and level of competition attended as the

moderating variable, and mental toughness as the independent

variable?

3. Is there a significant relationship between the moderating variable and

psychological well-being as the dependent variable?

4. Is there a significant relationship between the Independent variable and

Dependent Variable?
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Statement of the Hypothesis

Based on the stated problems, the following null hypothesis are tested at a

0.05 level of significance for question 2, 3, and 4 with the question no. 1, 2, and 3

as hypotheses free.

Hₒ1 There is no significant relationship between age, gender, ethnicity, years of

playing experience, and level of competition attended as the moderating

variable, and mental toughness as the independent variable.

Hₒ2 There is no significant relationship between the moderating variable and

psychological well-being as the dependent variable.

Hₒ3 There is no significant relationship between the Independent variable and

Dependent variable.

Significance of the Study

This study is deemed beneficial to the following:

Athletes. Results that will obtain from the study will give significant

information and knowledge to all athletes on how will mental toughness can affect

their psychological well-being during the game. The result will be constructive and

useful because the athletes will be given ample edge and advantage to win the

game.

Sports enthusiast. This study will aid in the design or implement of new

programs for development and improvement of athletes’ mental toughness in

relation to psychological well-being.

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Coaches. The result of this study will guide the coaches on how will they

train their athlete to become a mentally tough person and to enhance their

psychological well-being.

Future Researchers. This study will serve as basis or foundation for further

research on mental toughness in relation to psychological well-being

Scope and Delimitation of the Study

This study is design to determine the significant relationship between

mental toughness as Independent variable and psychological well-being as

dependent variable. It is also design to determine the influence of age, gender,

ethnicity, years of playing experience and level of competition attended as the

moderating variables.

This study was delimited to the volleyball varsity players of both men and

women of Mindanao State University-Main Campus, Marawi City who are officially

enrolled in second semester of the school year 2018-2019.

Definition of Terms

For better understanding of the study, the researchers provided the

following terms of the literature are from books, unpublished thesis and journals,

these terms are conceptually defined:

Age. The length of time that one has existed (The American heritage

dictionary of the new language, 2005). In this study, the term refers to the number

of years in which the respondent lives from birth to present.

Gender. It is conceptually defined as the classification of words or the

classes to which a word belongs by virtue of such a classification according to the

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sex references (New Webster’s dictionary and thesaurus, 1992). In this study,

respondents will be classified as male or female.

Ethnicity. The Encarta Dictionary (2009) defined it as the ethnic affiliation,

origin, tradition, and way of life or customs. In this study, it refers to the ethnic

group of the respondents classified as Muslim and non-Muslim.

Playing Experience. The length of time that a player engage on a specific

sport (Concise Oxford English dictionary, n.d.). It is operationally refers to the

period of time in terms of years that the respondent spent in playing or indulging in

sport activities, whether in or out of the school.

Level of Competition. This refers to the level of competition which is local,

provincial, regional, national or international level (Concise Oxford English

dictionary, n.d.). Operationally refers to determine the high level of competition of

the respondents, whether it is local, regional, national, or international level.

Psychological Well-being. It is the combination of feeling good and

functioning effectively and sustainable well-being does not require individuals to

feel good all the time; the experience of painful emotions is a normal part of life

(Huppert F. A., 2009). In this Study, it is operationally defined as the psychological

well-being state of the Volleyball varsity players during and after the game. The

scores of the respondents on the psychological well-being test questionnaire are

classified as high scorer or low scorer in “autonomy”, “environmental mastery”,

“self-acceptance”, “positive relations with others”, “personal growth”, and ‘purpose

in Life” in terms of psychological well-being.

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Mental Toughness. It is referred as the capacity of an individual to deal

effectively with stressors, pressures and challenges and perform to the best of their

abilities irrespective of the circumstance in which they find themselves. In this

study, the scores of the respondents on the mental toughness test questionnaire

are classified as “very low” mental toughness, “low”, “average”, “high” and “very

high” in terms of mental toughness.

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Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter reviews the concept of mental toughness in sports. It also

presents the psychological aspects of mental toughness as well as improvement

in mental toughness through training. The development of mental toughness

through coping and importance of physical exercise training for mental toughness

among players is also reviewed in this section. The perceptions of coaches with

regards to mental toughness and manner in which it can be developed among elite

players are comprehensively discussed in this chapter.

Related literature

The following are taken from International literatures related to the study.

Mental Toughness

According to Fawcett (2011), the rationale for the issues with definition of

mental toughness was due to: “Being mentally tough means different things to

different people at different times of their life cycle; it possibly changes due to

gender, age, level of maturity and cultural background, not to mention the sporting

discipline being performed”.

Underpinning the foundations of this definition is the ‘Personal Construct

Theory’ on the basis of which mental toughness has been defined as developed

or natural psychological edge enabling the mentally tough performers to usually

cope better in comparison to their rivals with the related pressure and demands

that occur at highest level in sports. Mental toughness can be developed and
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maintained under certain conditions and can be promoted by various factors

(Connaughton et al., 2010).

This is crucial to explanation by Sheard (2010) that mental toughness is not

mere reaction to adverse situations rather it is the positive psychological trait that

develops motivation to excel. There are variations in the views of players and

researchers regarding mental toughness but mostly they involve psychological

well-being and competence of players enabling them to deal with stressful

situations (Bull et al., 2005).

Motivation to Mental Toughness

Recognizing the certain types of Motivation and motivational strategies are

more conductive than others for optimal performance, this pillar is centered on the

optimal levels and types of motivation required to achieve your goals. Motivation

or the mentally tough athlete would encompass a strong desire for success;

willingness to push oneself, persist, and work hard; setting difficult but attainable

goals; and bouncing back from performance setbacks ( jones et al., 2002).

It has been suggested by Krane and Williams (2006) and Middleton, Martin,

and Marsh (2011) that successful performance of athletes and sports players is

dependent on mental toughness, but though the significance of mental toughness

has been acknowledged by the investigators, inconsistency is clearly related to the

identification and definition of characteristics of the construct. At present, empirical

attempts have been made to understand what is meant by athletes and coaches

while talking about mental toughness (Coulter et al., 2010). It is suggested by

Connaughton, Thelwell, and Hanton (2011) that two of the more promising
 14

definitions are alike due to their identification of mental toughness as “a collection

of interrelated protective and enabling factors that result inconsistent superior

performances”.

Gucciardi et al. (2009) posited increased positive ratings of mental

toughness among athletes and players through training for improving

psychological skills.

It has been argued by Weinberg (2010) that elite performers do not have

domination over mental toughness. Hence, it is affirmed that mental toughness

can be possessed by any one irrespective of their mental or physical capabilities.

The understanding of mental toughness varies among businessman and athletes.

Some of the responses anticipated by asking these personalities about mental

toughness include “not letting anyone break you” and “the ability to focus your

attention and stay confident, regardless of the situation”. Thereby, mental

toughness is a term used to define extraordinary achievements over adversity and

immense performances overcoming barriers on the path of an individual (Bull et

al, 2005).

According to Munroe-Chandler et al. (2007), imagery is one of the most

popular psychological skills utilized by athletes of all ages to improve their mental

toughness. Caliari (2008) asserts that it is an important technique for improving

performance. It can also be used for enhancing confidence in sports (Callow et al.,

2006). Motivational general-mastery (MG-M) is an imagery technique that

encompasses images of feeling mentally tough, in control, and confident as well

as combined efficiency (Shearer et al., 2007).

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Psychological well-being

Psychological well-being is a positive mental health (Edward, 2005). It is

diverse multidimensional concept (MacLeod & Moore, 2000), which develops

through a combination of emotional regulation, personality characteristics, identity

and life experience (Helson & Srivastava, 2001). Psychological well-being can

increase with age, education, extraversion and consciousness and decrease with

neuroticism (Keyes et al., 2002).

Psychological well-being has undergone extensive review and theoretical

evaluation (Wissing & Van, 1998). There is currently no single consensual

conceptual understanding of psychological well-being. Bradburn (1969) initial

understanding of psychological well-being provided a depiction of the difference

between positive and negative affect.

In terms of gender, research has suggested that there is no significant

difference between men and women on measure of psychological well-being

(Roothman et al., 2003). Furthermore, the perception of physical health and

spirituality can mediate the relationship between context and psychological well-

being (Temane & Wissing, 2006).

Attributes of Psychological well-being

These attributes are related with psychological competence and strength to

remain at top level despite experiencing hardship/pain, anxiety, and pressure to

overcome lifestyle-related and performance focus factors and develop motivation

(Jones et al., 2007). Gould, Dieffenbachia, and Moffett (2002), found that

characterization of the athletes can be based on their coping and anxiety

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controlling ability; mental toughness; ability to focus and suppress distractions;

sport-intelligence; confidence; and optimism. There is a considerable influence of

various psychological factors on these characters, with particular impact on mental

toughness. These factors include psychological aspects related to family,

individuals themselves, family, community, personnel in the sports environment,

non-sport personnel, and process of sports. Influences of family and coaches are

specifically important. The influence of these factors on athletes can be both direct

and indirect. Direct domain include teaching and focusing on various psychological

lessons while indirect domain include unintentional development of particular

psychological environments.

At elite levels of athletics, differences in physical ability between athletes 25

years old are minimal (Moran, 2004). Psychological attributes play a key role,

regardless of the sport, in linking athletes with success (Williams & Krane, 2001).

Psychological training has been extensively considered important for the

development of mental toughness among athletes and players. Mattie & Munroe-

Chandler (2012) argues that mental imagery and control thoughts can be helpful

in improving mental toughness as compared to the use of avoidance techniques

among athletes.

Related Studies

In the study of Polman, Levy and Nicholls, “Mental toughness in sport:

Achievement level, gender, age, experience, and sport type differences”. it was

hypothesized that there would be significant differences in mental toughness

among athletes of different: (a) achievement level, (b) gender, (c) age, (d) sporting
 17

experience, and (e) sport type (team vs. individual and contact vs. non-contact

sports). According to the findings of the researchers, it revealed that there is indeed

a significant relationship between mental toughness and gender, age, and sporting

experience. However, achievement level and the type of sport an athlete

participated in was not significantly associated with mental toughness. In this study

it also sees the relationship of having mental toughness and the variables like

gender, age, years of sporting experience and the achievement level.

In the findings of Kaiseler, Polman and Nicholls in their study “Mental

toughness, stress, stress appraisal, coping and coping effectiveness in sport”. The

relationship between mental toughness, stressor appraisal, coping strategies and

coping effectiveness among a sample of athletes. In this study it stated that total

mental toughness and its six components predicted coping and coping

effectiveness in relation to the self-selected stressor. In particular, higher levels of

mental toughness were associated with more problem-focused coping, but less

emotion-focused and avoidance coping. Coping effectiveness was influenced by

the coping strategy employed by the athletes. In relation to this study, it also

investigates how easy the athletes with high mental toughness can effectively cop

in playing their sport by ignoring their level of stress.

“Relationship between Mental Toughness and Sport Performance among

Contact and Non-Contact Sport Athletes”, this study was to determine the

relationship between mental toughness and sport performance among contact

sport and non-contact sport athletes. The psychological performance inventory

(PPI) questionnaire was distributed to the athletes as the respondents of the

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study. The result shows that mental toughness is an important component of

psychological skills (Mazaulan & Abdulrahim, 2014). The researchers of this

study are also interested to know if there is really a relationship of having mental

toughness to psychological well-being of the student athletes.

Bahari, Biyabani and Zandi (2001),” Relationship between Mental

Toughness and Behavioral Regulation among University Student-athletes”. The

study presents the relation between mental toughness and behavioral regulation

among university student-athletes. The study used respondents of 100 male and

female student-athletes with the average age of 25.5 were chosen among student-

athletes of Tehran University in the academic year 2014-2015 as available and

volunteering sample. The results of this research indicated that there is a positive

and significant relation between mental toughness and behavioral regulation in the

student-athletes; however, there was no significant difference between these

factors in the two groups and male and female athletes. Since physical activities

play an important role in the development of mental toughness, by applying this

effective mental factor in regulating mental factors, behavioral regulation can be

affected through controlling motivating factors and thoughts. It is significant to this

present study to also know if having mental toughness of different gender can also

be used to evaluate the behavioral attitude of the athletes.

In the study "An Investigation into Psychological Well-being Levels of Higher

Education Students with Respect to Personality Traits and Self-compassion" on

2013 by Halim Saricaoglu under supervision of Coşkun Arslan, which purpose is

to investigate the correlation between psychological well-being, personal traits and

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self-compassion levels, and to find out whether personal traits and self-

compassion level significantly predict psychological well-being. It was found that

there was a significant positive correlation between all subscales of psychological

well-being and self-compassion. Self-compassion and self-acceptance are the

most conspicuous subscales of psychological well-being. Self-acceptance implies

that the individual has a positive attitude towards himself/herself. It involves

adopting a positive attitude towards oneself, accepting both the positive and

negative sides of the self and having positive emotions about past experiences.

Self-compassion involves being open to one’s suffering rather than avoiding it,

identifying oneself with that suffering, the desire to alleviate that suffering and

showing affection and the most importantly, understanding one’s own grief,

deficiencies and failures without judging them as a part of gaining new

experiences. In this regard, it is seen that the basic ideas of self-compassion and

psychological well-being are similar to each other.

According to the study of Ghasempour, Jodat, Soleimani and Shabanlo

(2013), entitled "Happiness as a Predictor of Psychological Well-Being of Male

Athlete Students" with the purpose of studying the role of happiness in predicting

the psychological well-being in athlete students, results that there is a meaningful

and positive relationship between happiness and the general psychological well-

being, self- acceptance, environmental mastery, positive relationship with others,

purpose in life, and personal growth in male athlete students. Considering this

relationship, it can be said that the more happiness is in athlete students, the better

state of psychological well-being they are in. These findings are in consistence
 20

with the results of Salovey et al. (2000), Edwads et al. (2005), Veenhoven (2008),

and Piqueras et al. (2011).

In line with that, the study of Edwards et al. (2005) entitled "Exploring the

relationship between physical activity, psychological well-being and physical self-

perception in different exercise groups" clarified that life satisfaction as a

component of happiness had a relationship with the psychological well-being of

adults in a positive way (10). To justify this finding and in consistence with the

previous findings, it can be said that happiness leads to improve life satisfaction,

self-efficacy, self-esteem, optimism, efficient and adaptive coping with adverse

events through increasing positive emotions, balance of joy (the balance between

positive and negative emotions), and creating states like laughter and humor.

Another study by Akhter (2015), entitled "Psychological Well-Being in Student

of Gender Difference" which main objective is to study psychological well-being

among male and female students. And based on its findings it suggests that there

is a difference among male and female on the score of psychological well-being.

Therefore, these differences are significant for psychological well-being among the

male and female students.

In contrast with the study of Winefield et al. (2009), "The relationship between

psychological distress and psychological wellbeing" which aim is to examine

measures of psychological wellbeing as determined by specific scales and

compare these results with the Kessler 10 (K10) to determine the relationship

between psychological wellbeing and psychological distress. On it majority

analyses, variables found that it positively associated with distress were negatively
 21

associated with well-being and vice versa. Two interesting exceptions to this;

although being female is associated with higher scores of psychological distress,

generally there was no significant gender difference in psychological wellbeing:

living in a household with one or more children does not affect the likelihood of

scoring higher on psychological distress, but was significantly associated with

higher scores for psychological wellbeing. In addition, the study of Roothman,

Kirsten & Wissing (2003), entitled "Gender differences in aspects of psychological

well-being" also concluded that there is no significant difference between men and

women on measures of psychological well-being (Roothman et al., 2003).

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Chapter 3

RESEARCH METHODOLOGY

This chapter includes a detailed description of the research methodology

that is utilized in this study. The chapter is organized into several sections that

provide a framework within which to describe the research plan. This chapter starts

with the descriptive research design, followed by research instruments which the

researchers describe the tools that they use in the study and local population,

situations and other important details of the locale. The criteria for selecting the

key informant and the sampling that will be used is also stated followed by data

gathering. The chapter ends with data analysis where the researchers discuss how

the data is treated.

Research Design

This study will employ the descriptive-correlational method of research. It

deals with finding the relationship between mental toughness as the independent

variable and psychological well-being as the dependent variable, and how

moderating variables of age, gender, ethnicity, years of playing experience, and

level of competition attended affects the relationship. The descriptive method is

utilized to assess the variables. Implications are drawn which supports the results

of the test for the test for the relationship of mental toughness to psychological

well-being.
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Respondents of the Study

The respondents of this study will be the Volleyball varsity players, both

men and women of Mindanao State University-Main Campus, Marawi City A.Y

2017-2018.

Sample and Sampling Procedures

The sample of this study will obtain from the total of the volleyball varsity

players of Mindanao State University-Main Campus. There are 12 volleyball varsity

players for women and 12 for men, with a total of 24 volleyball varsity players. Total

sampling procedure is considered in utilizing this study.

Research Instrument

For the data gathering, questionnaires are the primary tool. The

questionnaires has three parts (see Appendix E). The first part is the respondent’s

profile, which consist of the following: respondent’s age, gender, ethnicity, years

of playing experience and level of competition attended. The second part is the

“Mental toughness Questionnaire” developed by Allan Golberg (1998) which is

composed of fifteen (15) questions with five (5) choices of Strongly Disagree (SD),

Disagree (D), Undecided (U), Agree (A), and Strongly Agree (SA) both with

positive and negative statements. There are also five (5) classification used in

determining the level of mental toughness of the respondents: 38-43 means Very

Low Mental Toughness, 44-49 means Low Mental Toughness, 50-55 mean

Average Mental Toughness, 56-61 means High Mental Toughness and 62-67

means Very High Mental Toughness. The third part is an adopted and modified

questionnaire, which is the Carol Ryff’s Psychological well-being scale which is

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composed of fifteen (15) questions with five (5) choices of Strongly Disagree (SD),

Disagree (D), Neutral (N), Agree (A), and Strongly Agree (SA), both with positive

and negative statements. This can be interpreted as high scorer (8-15) or low

scorer (7-1) in “Autonomy”, “Environmental mastery” and “Personal growth”, and

high (5-10) or low scorer (1-4) in “Purpose in life”, “Positive relations with others”,

and “Self-acceptance”.

Statistical Treatment

In the treatment of the data, the descriptive statistics in the form of

percentage, frequency distribution, and the mean are used to analyze the

descriptive data. Tables are used for the presentation of the demographic profile

of the respondents.

𝑓
Percentage =𝑛 ∗ 100%

f – Frequency

n – Sample population

And for the relationship between the variables such age, years of playing

experience and level of competition attended the Somers’ D Correlation

coefficient is utilize in this study.

Somers’ D Correlation coefficient

𝑃−𝑄
𝑑𝑦𝑥 = 𝑃+𝑄+𝑇
𝑦 −𝑇𝑥𝑦

Where P is the observed values in the south east

Q is the observed values in the south west

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Tx the observed values in the right

Txy- observed data values

It is the statistical tool used to assess the relationship between the two

variables that are ordinal. If the p value is less than 0.05 then it implies that there

is significant relationship between the two variables. To know the level of

relationship, the researcher should look into the Somers D value. If the value is

close to 1 or -1 then it is strong. If it close to 0 then it is weak. Also, to know its

pattern, the researcher will consider its sign if it is positive or negative. If the value

is negative that means that there is an inverse relationship, if the value is positive

it implies that there is a direct relationship.

Fisher’s exact value is also utilized in this study to obtain the relationship

between the variables such gender and ethnicity.

This is used for categorical data that result from classifying objects in two

different ways; it is used to examine the significance of the association

(contingency) between the two kinds of classification. Fisher showed that the

probability of obtaining any such given by the hypergeometric distribution:

𝑎+𝑏 𝑐+𝑑
( )( )
𝑎 𝑐 (𝑎 + 𝑏)! (𝑐 + 𝑑)! (𝑎 + 𝑐)! (𝑏 + 𝑑)!
𝑝= 𝑛 =
( ) 𝑎! 𝑏! 𝑐! 𝑑! 𝑛!
𝑎+𝑐
𝑛
Where (𝑘 ) is the binomial coefficient and the symbol ! indicates the factorial

operator.
 26

For mental toughness and Psychosocial the statistical used is the weighted

mean since we need to know its average value and since the observed data are

ordinals.

̅̅̅̅ 𝑘 𝑋𝑖 𝑊 𝑖
Weighted mean 𝑋 𝑊 = ∑𝑖=1 𝑊
𝑖

Where Xi-observed values

Wi-weights of the corresponding observed values

.
 27

Chapter 4

PRESENTATION, ANALYSES, AND INTERPRETATION OF DATA

This chapter deals with the presentation, analyses and interpretation of the

data gathered from the study. The result in two sections: Profile of the respondents

and correlation of the different variables.

Profile of the Respondents

The profile of the respondents is composed of five (5) items: age, gender,

ethnicity, year of playing experience and level of competition attended.

1.1 Age

Table 1.1 presents the frequency and percentage distribution according to

age of the respondents.

Table 1.1

Frequency and Percentage Distribution of the Respondents

According to Age

Age (year) Frequency Percentage

18 – 19 9 37.5%
20 – 21 9 37.5%
22 – 23 3 12.5%
24 – 25 3 12.5%
Total 24 100.0

Table 1.1 showed that majority of the MSU-Varsity players of both men and

women 9 or 37.5% are in the age range 18 – 19 and 20 – 21 years old. However

3 or 12.5% with the age range of 22 – 23 and 24 – 25 years old were classified out

of the 24 respondents.
 28

Therefore, this indicates that majority of the volleyball varsity players were

in the age range of 18 – 19 and 20 – 21 years old. At elite levels of athletics,

differences in physical ability between athletes 25 years old are minimal (Moran,

2004).

1.2 Gender

Table 2.2 presents the frequency and percentage distribution according to

age of the respondents.

Table 1.2

Frequency and Percentage Distribution of the Respondents

According to Gender

Gender Frequency Percentage

Male 12 50%
Female 12 50%
Total 24 100%

Table 1.2 presents that the gender of the respondents are equally

distributed with 12 or 50% of both male and female.

This however can be supported by the sample of this study that obtain from

the total of the volleyball varsity players of Mindanao State University-Main

Campus. There are 12 volleyball varsity players for women and 12 for men, with a

total of 24 volleyball varsity players. Also Bahari (2001) as presented in the study

the relation between mental toughness and behavioral regulation among university

student-athletes. The results of this research indicated that there is a positive and

significant relation between mental toughness and behavioral regulation in the

 29

student-athletes; however, there was no significant difference between these

factors in the two groups of male and female athletes. Since physical activities play

an important role in the development of mental toughness, by applying this

effective mental factor, behavioral regulation can be affected through controlling

motivating factors and thoughts. It is significant to this present study to also know

if having mental toughness of different gender can also be used to evaluate the

behavioral attitude of the athletes.

1.3 Ethnicity

Table 2.3 presents the frequency and percentage distribution according to

Ethnicity of the respondents.

Table 1.3

Frequency and Percentage Distribution of the Respondents

According to Ethnicity

Ethnicity Frequency Percentage

Muslim 8 33.33%
Non-muslim 16 66.67%
Total 24 100%

As seen above in Table 1.3, 16 or 66.67% of the respondents is Non-

muslim. 8 or 33.33% of the respondents are Muslims.

This indicates that majority of the volleyball varsity players are non-muslim.

This supports that among the Muslim culture, only few of them have an intense

passion in engaging sports activity especially for women here in MSU, Muslim

women are conservative.

 30

1.4 Years of Playing Experience

Table 1.4 presents the frequency and percentage distribution according to

Years of Playing Experience of the respondents.

Table 1.4

Frequency and Percentage Distribution of the Respondents According to

Years of Playing Experience

Years of playing
Frequency Percentage
experience
6 months – 1 year 4 16.7%
2 years – 5 years 13 54.2%
6 years – 10 years 7 29.2%
Total 24 100%

As stated above in Table 1.4, 13 or 54.2% of the respondents’ Years of

Playing experience are in the range of 2 – 5 years. Followed by 7 or 29% are in 6

– 10 years of playing experience and lastly 4 or 16.7% are in 6 – 1 year of playing

experience.

The result showed that majority of the volleyball varsity players have 2 – 5

years of playing experience in volleyball. In the study of Polman, Levy and Nicholls,

“Mental toughness in sport: Achievement level, gender, age, experience, and sport

type differences”, it was hypothesized that there would be significant differences

in mental toughness among athletes of different: (a) achievement level, (b) gender,

(c) age, (d) sporting experience, and (e) sport type (team vs. individual and contact

vs. non-contact sports). According to the findings of the researchers, it revealed

that there is indeed a significant relationship between mental toughness and

gender, age, and sporting experience.

 31

1.5 Level of Competition Attended

Table 1.5 presents the frequency and percentage distribution according to

Level of Competition Attended of the respondents.

Table 1.5

Frequency and Percentage Distribution of the Respondents According to

Level of Competition Attended
Level of Competition
Frequency Percent
attended
National 2 8.3%

Regional 13 54.2%

Municipal 5 20.8%

Barangay 2 8.3%
Intercollegiate 2 8.3%
Total 24 100%

As shown above in table 1.5, for the level of competition, among the 24

respondents, 13 or 54.2% have attended Regional Tournaments. Followed by 5 or

20.8% in Municipality Tournaments. 2 or 8.3% level of competition attended are in

National Tournament. 2 or 8.3% in Barangay Tournaments and lastly 2 or 8.3%

are in intercollegiate.

The result revealed that among the 24 respondent of volleyball varsity

players, majority have attended Regional tournaments. However, achievement

level and the type of sport an athlete participated in was not significantly associated

with mental toughness.

 32

1.6 Mental Toughness

Table 2.6 presents the Qualitative Description, frequency and percentage

distribution of respondents in terms of Mental Toughness.

Table 1.6

Qualitative Description, Frequency and Percentage Distributions of

Respondents In Terms of Mental Toughness

Mental Toughness
Frequency Percentage
Score Range Qualitative Description

Very Low Mental

38-43 25%
Toughness 6
44-48 Low Mental Toughness 6 25%
Average Mental
50-55 9 37.5%
Toughness
56-61 High Mental Toughness 3 12.5%
Very High Mental
62-67 0 0
Toughness
Total 24 100%

Table 2.6 showed that among the 24 respondents, 9 or 37.5% have a very

Average mental toughness. Followed by 6 or 25% Very low mental toughness as

well as Low mental Toughness. None of the respondents have Very High mental

toughness.

The result would likely imply that majority of the varsity players are Average

in mental toughness. They tend to I suffer from the ‘what if’s’ – I think too much

about what could go wrong just before and during competitive activity. One or two
 33

failure do not shake their confidence and lastly they do their best when there’s

more pressure on them.

1.7 Psychological well-being

Table 1.7 presents the Qualitative Description, frequency and percentage

distribution of respondents in terms of Psychological well-being.

Table 1.7

Qualitative Description, Frequency and Percentage Distributions of

Respondents In Terms of Psychological well-being

Psychological well-being
Frequency Percentage
Score Range Qualitative Descriptive
High Psychological
8 – 15 19 79.17%
well-being
Autonomy
Low Psychological
1–7 5 20.83%
well-being
High Psychological
8 – 15 23 95.83%
Environmental well-being
Mastery Low Psychological
1–7 1 4.17%
well-being
High Psychological
8 – 15 23 95.83%
Personal well-being
Growth Low Psychological
1–7 1 4.17%
well-being
High Psychological
5 – 10 23 95.83%
Positive well-being
Relation Low Psychological
1–4 1 4.17%
well-being
High Psychological
5 – 10 24 100%
Purpose in well-being
Life Low Psychological
1–4 0 0
well-being
High Psychological
5 – 10 24 100%
Self- well-being
acceptance Low Psychological
1–4 0 0
well-being
 34

As stated in table 1.7, among the 24 respondents, 19 or 79.17% have a high

psychological well-being in Autonomy and 5 or 20.83% have a low psychological

well-being in Autonomy. For the Environmental Mastery, 23 or 95.83% have a high

psychological well-being and 1 or 4.17% have a low psychological well-being. For

Personal Growth, 23 or 95.83% have high psychological well-being and 1 or 4.17%

have a low psychological well-being. For the Positive Relation, 23 or 95.83% have

a high psychological well-being and 1 or 4.17% have a low psychological well-

being. For Purpose in Life, 24 or 100% have high psychological well-being and

none of them have low psychological well-being. And lastly, for the Self-

Acceptance, 24 or 100% have high psychological well-being and none of them

have a low psychological well-being.

The result would likely imply that among the respondents, majority have a

high psychological well-being in Autonomy, Environmental Mastery, Personal

Growth, Positive Relation, Purpose in Life and Self-acceptance.

According to the study of Ghasempour et al., (2013), entitled "Happiness as a

Predictor of Psychological Well-Being of Male Athlete Students" with the purpose

of studying the role of happiness in predicting the psychological well-being in

athlete students, results that there is a meaningful and positive relationship

between happiness and the general psychological well-being, self- acceptance,

environmental mastery, positive relationship with others, purpose in life, and

personal growth in male athlete students. Considering this relationship, it can be

said that the more happiness is in athlete students, the better state of psychological
 35

well-being they are in. These findings are in consistence with the results of Salovey

et al. (2000), Edwads et al. (2005), Veenhoven (2008), and Piqueras et al. (2011).

Correlation between Variables

Correlation between variables tried the Statement of the Problem: question

no. 2 “Is there a significant relationship between age, gender, ethnicity, years of

playing experience and level of competition attended as the moderating variable

and mental toughness as the independent variable?” and eventually make a

decision on null hypothesis no. 1 (Hₒ1) “There is no significant relationship

between age, gender, ethnicity, years of playing experience and level of

competition attended as the moderating variable and mental toughness as the

independent variable”. Question no.3 “Is there a significant relationship between

the moderating variable and psychological well-being as the dependent variable?”

and eventually make a decision on null hypothesis no.2 (Hₒ2) “There is no

significant relationship between the moderating variable and psychological well-

being as the dependent variable” and lastly question no.4 “Is there a significant

relationship between the Mental Toughness and Psychological well-being?” and

eventually make a decision on null hypothesis no.3 (Hₒ3) “There is no significant

relationship between the Mental Toughness and Psychological well-being”.

2.1 Relationship between age, gender, ethnicity, years of playing

experience, and level of competition attended as the moderating
variable, and mental toughness as the independent variable

The result for correlations of the different variables aim to answer the

Question no. 2 of the statement of the problem. All the necessary information
 36

needed to answer and decide on the said problem and the hypothesis are

contained in Table 2.1.

Table 2.1

Result of the relationship between age, gender, ethnicity, years of playing

experience, and level of competition attended as the moderating variable,
and mental toughness as the independent variable

Independent Variable

Moderating Variables Mental Toughness

Somers’ D
p-value Interpretation
value
Age 0.178 0.294 Not significant
Years of Playing
0.263 0.151 Not Significant
experience
Level of Competition
-0.130 -0.613 Not Significant
Attended
Fisher's Exact
Moderating Variables
Test Value Df Interpretation
P value
Gender 0.465 1 Not significant
Ethnicity 0.621 1 Not Significant

As seen above in Table 2.1, the Somers’ D value of 0.178, 0.263 and -

0.130, and its corresponding p-value of 0.294, 0.151 and -0.613, respectively, age,

years of playing experience and level of competition attended. As well as the

Fisher’s Test value p-value of 0.465 and 0.621 and its corresponding Df 1 and 1,

respectively, gender and ethnicity. The null hypothesis which stated that there is

no significant relationship between age, gender, ethnicity, years of playing

experience and level of competition attended as moderating variable and mental

toughness as the Independent variable is hereby accepted.

 37

2.2 Relationship between the moderating variable and psychological

well-being as the dependent variable

The result for correlations of the different variables aim to answer the

Question no. 3 of the statement of the problem. All the necessary information

needed to answer and decide on the said problem and the hypothesis are

contained in Table 3.2.

Table 2.2

Relationship between the moderating variable and psychological

well-being as the dependent variable

Dependent Variable

Moderating Variables Psychological Well-being

Somers’ D
p-value Interpretation
value
Age -0.328 0.081 Significant
Years of Playing
0.105 0.580 Not significant
Experience
Level of Competition
0.070 0.676 Not significant
Attended
Fisher's Exact
Moderating Variables Test Value Df Interpretation
P value
Gender 0.400 1 Not significant

Ethnicity 0.667 1 Not significant

Looking at the Somers’ D value of -0.328, 0.105 and 0.070 and its

corresponding p-values of 0.081, 0.580 and 0.676, respectively, age, years of

playing experience and level of competition attended. As well as the Fisher’s Test

value p-value of 0.400 and 0.667, and its corresponding Df 1 and 1, respectively,
 38

gender and ethnicity. The null hypothesis which stated that there is no significant

relationship between age, gender, ethnicity, years of playing experience and level

of competition attended as moderating variable and Psychological well-being as

the Dependent variable is hereby accepted. Only when age is correlated to

psychological well-being (p=0.081) in which it is less than 0.05 means they are

significantly related.

2.3 Relationship between the Independent variable and the

Dependent variable.

The result for correlations of the different variables aim to answer the

Question no. 4 of the statement of the problem. All the necessary information

needed to answer and decide on the said problem and the hypothesis are

contained in Table 2.3.

Table 2.3

Relationship between the Independent variable and the Dependent variable

Dependent variable
Independent Psychological well-being
variable
Somers’ D value p-value Interpretation

Mental Toughness 0.509 0.028 Significant

As stated above in Table 2.3 volleyball varsity players Mental Toughness

revealed a significant relationship (P = 0.025) in Psychological well-being. For

these result, reject Hₒ4. The connotations of the findings state that the volleyball

varsity players’ mental toughness can affect their psychological well-being.

 39

This however can be supported by the study of (Mazaulan & Abdulrahim,

2014) entitled “Relationship between Mental Toughness and Sport Performance

among Contact and Non-Contact Sport Athletes”, this was to determine the

relationship between mental toughness and sport performance among contact

sport and non-contact sport athletes. The psychological performance inventory

(PPI) questionnaire was distributed to the athletes as the respondents of the

study. The result shows that mental toughness is an important component of

psychological skills. The researchers of this study are also interested to know if

there is really a relationship of having mental toughness to psychological well-

being of the student athletes.

 40

Chapter 5

Summary, Findings, Conclusions and Recommendations

This chapter presents the summary, its findings, and the conclusions

derived from the said findings. It likewise discusses the recommendations of the

study based on the study gathered and the result of this statistical analysis.

Summary

The main purpose of the study was to determine the relationship between

mental toughness as independent variable and psychological well-being as

dependent variable of the volleyball varsity players of Mindanao State University-

Main Campus, Marawi City.

The descriptive-correlational research design was used and utilize to

quantitative method. It deals with finding the relationship between mental

toughness as the independent variable and psychological well-being as the

dependent variable, and how moderating variables of age, gender, ethnicity, years

of playing experience and level of competition attended affects the relationship.

For the data gathering, questionnaires were the primary tool. The

questionnaires has three parts (see Appendix E). The first part is the respondent’s

profile, which consist of the following: respondent’s age, gender, ethnicity, years

of playing experience and level of competition attended. The second part is the

“Mental Toughness Questionnaire” developed by Allan Golberg (1998) which is

composed of fifteen (15) questions with five (5) choices of Strongly Disagree (SD),

Disagree (D), Undecided (U), Agree (A), and Strongly Agree (SA), both with

positive and negative statements. There are also five (5) classification used in
 41

determining the level of mental toughness of the respondents: 38-43 means Very

Low Mental Toughness, 44-49 means Low Mental Toughness, 50-55 mean

Average Mental Toughness, 56-61 means High Mental Toughness and 62-67

means Very High Mental Toughness. The third part is an adopted and modified

questionnaire, which is the Ryff’s Psychological well-being scale which is

composed of fifteen (15) questions with five (5) choices of Strongly Disagree (SD),

Disagree (D), Neutral (N), Agree (A), and Strongly Agree (SA), both with positive

and negative statements. There were five (5) classification used in determining the

level of Psychological well-being of the respondents. This can be interpreted as

high scorer (8-15) or low scorer (7-1) in “Autonomy”, “Environmental mastery” and

“Personal growth”, and high (5-10) or low scorer (1-4) in “Purpose in life”, “Positive

relations with others”, and “Self-acceptance”.

In the treatment of the data, the descriptive statistics in the form of

percentage, frequency distribution, and the mean are used to analyze the

descriptive data. Tables are used for the presentation of the demographic profile

of the respondents. And for the relationship between the variables such age, years

of playing experience and level of competition attended the Somers’ D Correlation

coefficient is utilize in this study.

Somers’ D Correlation coefficient it is the statistical tool used to assess the

relationship between the two variables that are ordinal. If the p-value is less than

0.05 then it implies that there is significant relationship between the two variables.

To know the level of relationship, the researcher should look into the Somers D

value. If the value is close to 1 or -1 then it is strong. If it close to 0 then it is weak.

 42

Also, to know its pattern, the researcher will consider its sign if it is positive or

negative. If the value is negative that means that there is an inverse relationship,

if the value is positive it implies that there is a direct relationship.

Fisher’s exact value were also utilize in this study to obtain the relationship

between the variables such gender and ethnicity. This is used for categorical data

that result from classifying objects in two different ways; it is used to examine the

significance of the association (contingency) between the two kinds of

classification. Fisher showed that the probability of obtaining any such given by

the hypergeometric distribution.

For mental toughness and psychological well-being, the statistical used is

the weighted mean since we need to know its average value and since the

observed data are ordinals.

Findings

Based on the results of the frequency and percentage of distributions of

respondents after all the data were gathered and treated statistically the following

findings are given.

Majority of the respondents are in the age range 18 – 19 and 20 – 21years

old with a frequency of 9 or 37.5% respondents. The respondent were divided

equally with a frequency of 12 or 50% for both men and women. Most of the

respondents were Non-Muslim with a frequency of 16 or 66.67% respondents

compared to Muslim respondents with a frequency of 8 or 33.33%. On the other

hand, 13 respondents out of 24 respondents with a percentage of 54.2%

respondents have an experience of playing volleyball for 2-5 years. The highest
 43

percentage of level of competition of the respondents was 54.2% attended

Regional tournaments. This study also found out that the volleyball varsity players’

of Mindanao State University-Main campus have an Average mental Toughness

and High Psychological well-being in Autonomy, Environmental Mastery, Personal

Growth, Positive Relation, Purpose in Life and Self-acceptance.

In terms of relationship when the variables were correlated, all of the

moderating variables of age, gender, ethnicity, years of playing experience and

level of competition attended indicated no significant relationship with the mental

toughness as the independent variable.

On the other hand, the relationship between moderating variables and the

psychological well-being of dependent variable, the p-values of the gender,

ethnicity, years of playing experience and level of competition were not significantly

related to psychological well-being, only when age is correlated to psychological

well-being (p=0.081) in which it is less than 0.05 means they are significantly

related.

For the relationship of the main variable of the study, it showed that there is

significant relationship between Mental Toughness as independent variable and

Psychological well-being as the dependent variable.

Conclusions

The following conclusions were drawn based on the findings of the study and

statistical treatment made on the data:

All the moderating variables displayed of age, gender, ethnicity, years of

playing experience and level of competition attended have no significant

 44

relationship with the independent variable. The Hₒ1 which states that “there is no

significant relationship between the moderating variable and independent variable”

is hereby accepted.

On the other hand, there is no significant relationship (p-value >0.05) with the

dependent variable except for the varsity’s age (p=0.081). Therefore, accept Hₒ2

that state “there is no significant relationship between the moderating variables

and Psychological well-being as dependent variable” for correlation with no

significant relationship but reject it for correlation with significant relationship.

Lastly, the Hₒ3 which state that “there is no significant relationship between

the independent variable and Independent variable” is rejected. Therefore this

study concludes that there is a significant relationship that can affect between

mental toughness and psychological well-being.

Recommendations

Based on the results and findings of the study conducted, the researchers

offer the following recommendations:

1. Athletes should actively participate in sports activities for them to

strengthen their mental toughness. And with that, they can cope up well

with their anxiety whenever they’re inside the court. They might also

apply that not just when they’re inside the court, but also in real lives. It

also might help if they incorporate the value of teamwork while practicing

on games and carry with them the spirit of oneness and sportsmanship

in order to avoid frustrations when the team fails.

 45

2. Coaches should continue to motivate athletes before, especially when

athletes are inside the court because most athletes are affected by their

coach’s behavior. In addition to that, coaches should tie a good

relationship to his fellow athletes to earn their trust and may help them

focus more on the actual play.

3. Future researchers should continue to explore the definition of mental

toughness and qualitatively analyze perceptions of the related attributes

and lifestyle suggested by athletes such as volleyball players with in this

study.

4. And lastly, the Sports Enthusiast should provide more participation

opportunities and develop programs that will positively change the athletes'

mindset during the play. Creating a different programs may help the athlete

build confidence and strengthen their mental toughness and may help them in

their future plays.

 46

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 47

Saricaoglu, H. (2013). An investigation into Psychological Well-being levels of

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 48

Appendix A
Republic of the Philippines
MINDANAO STATE UNIVERSITY
Marawi City

MARAWI SENIOR HIGH SCHOOL

April 16, 2018

PROF. NENITA P. SAMONG

Acting Dean, CSPEAR
College of Sports Physical Education and Recreation

Madame,

The undersigned are the Sports Track students of MSU-Marawi Senior High School. As a
major requirement of the course Research in Daily life 3 ((Research Project/Culminating
Activity) this 2nd semester, A.Y, 2017-2018. We will be conducting a research entitled MENTAL
TOUGHNESS IN RELATION TO PSYCHOLOGICAL WELL-BEING AMONG MSU-
VOLLEYBALL VARSITY PLAYERS.

In this regards, we would humbly request for your full support by allowing the Volleyball
varsity players of this university to be the respondents of the study. This is a purely a paper-pencil
test and the conduct is based on their availability. Rest assured that all information taken will be
kept with utmost confidentially.

Your favorable response to the enrichment of our study are highly appreciated. Thank you
very much!

Very truly yours,

HAMZA D. DEGURO

NOR-NIHARA M. DIMAPORO

SITTIE AISA B. DIMATUNDAY

AQUIMA M. GURO

NORJASMINE M. MACARIMPAS

AYAMIE A. PUMBAYA

NASHRIA M. SABER
MSHS Sports Track Researchers

NOTED:

PROF. ROLAND J. GUADALUPE Jr.

Adviser, Research 3
CONFORME:
 49

Appendix B
Republic of the Philippines
MINDANAO STATE UNIVERSITY
Marawi City

MARAWI SENIOR HIGH SCHOOL

April 16, 2018

PROF. ROLAND J. GUADALUPE Jr.

Head Coach, Volleyball Men
College of Sports Physical Education and Recreation

Sir,

The undersigned are the Sports Track students of MSU-Marawi Senior High School. As a
major requirement of the course Research in Daily life 3 ((Research Project/Culminating
Activity) this 2nd semester, A.Y, 2017-2018. We will be conducting a research entitled MENTAL
TOUGHNESS IN RELATION TO PSYCHOLOGICAL WELL-BEING AMONG MSU-
VOLLEYBALL VARSITY PLAYERS.

In this regards, we would humbly request for your full support by allowing your Volleyball varsity
players to be the respondents of the study. This is a purely a paper-pencil test and the conduct is
based on their availability. Rest assured that all information taken will be kept with utmost
confidentially.

Your favorable response to the enrichment of our study are highly appreciated. Thank you
very much!

Very truly yours,

HAMZA D. DEGURO

NOR-NIHARA M. DIMAPORO

SITTIE AISA B. DIMATUNDAY

AQUIMA M. GURO

NORJASMINE M. MACARIMPAS

AYAMIE A. PUMBAYA

NASHRIA M. SABER
MSHS Sports Track Researchers

NOTED:

PROF. ROLAND J. GUADALUPE Jr.

Adviser, Research 3
CONFORME:
 50

Appendix C
Republic of the Philippines
MINDANAO STATE UNIVERSITY
Marawi City

MARAWI SENIOR HIGH SCHOOL

April 16, 2018

PROF. ABDULRASID T. LUCMAN.

Head Coach, Volleyball Women
College of Sports Physical Education and Recreation

Sir,

The undersigned are the Sports Track students of MSU-Marawi Senior High School. As a
major requirement of the course Research in Daily life 3 ((Research Project/Culminating
Activity) this 2nd semester, A.Y, 2017-2018. We will be conducting a research entitled MENTAL
TOUGHNESS IN RELATION TO PSYCHOLOGICAL WELL-BEING AMONG MSU-
VOLLEYBALL VARSITY PLAYERS.

In this regards, we would humbly request for your full support by allowing your Volleyball varsity
players to be the respondents of the study. This is a purely a paper-pencil test and the conduct is
based on their availability. Rest assured that all information taken will be kept with utmost
confidentially.

Your favorable response to the enrichment of our study are highly appreciated. Thank you
very much!

Very truly yours,

HAMZA D. DEGURO

NOR-NIHARA M. DIMAPORO

SITTIE AISA B. DIMATUNDAY

AQUIMA M. GURO

NORJASMINE M. MACARIMPAS

AYAMIE A. PUMBAYA

NASHRIA M. SABER
MSHS Sports Track Researchers

NOTED:

PROF. ROLAND J. GUADALUPE Jr.

Adviser, Research 3
CONFORME:
 51

Appendix D
Republic of the Philippines
MINDANAO STATE UNIVERSITY
Marawi City

MARAWI SENIOR HIGH SCHOOL

April 16, 2018

Dear Respondents,

Greetings of peace!

The undersigned are the Sports Track students of MSU-Marawi Senior High School. As a
major requirement of the course Research in Daily life 3 ((Research Project/Culminating
Activity) this 2nd semester, A.Y, 2017-2018. We will be conducting a research entitled MENTAL
TOUGHNESS IN RELATION TO PSYCHOLOGICAL WELL-BEING AMONG MSU-
VOLLEYBALL VARSITY PLAYERS.

In this regards, we would humbly request for your full support and cooperation as
respondent of this study. Your honest answer is of great help in the success of this endeavor. Rest
assured that all information taken will be kept with utmost confidentiality.

Your favorable response and valuable inputs to the enrichment of our paper are highly
appreciated. Thank you very much!

Very truly yours,

HAMZA D. DEGURO

NOR-NIHARA M. DIMAPORO

SITTIE AISA B. DIMATUNDAY

AQUIMA M. GURO

NORJASMINE M. MACARIMPAS

AYAMIE A. PUMBAYA

NASHRIA M. SABER
MSHS Sports Track Researchers

NOTED:

PROF. ROLAND J. GUADALUPE Jr.

Adviser, Research 3
 52

Appendix E
RESEARCH QUESTIONNAIRE

PART I. RESPONDENT’S PROFILE

Instructions: Please fill up or put a check mark (/) on the information ask below.

Name (Optional): ___________________________________

Age: _______ Gender: Male Female

Ethnicity:
Muslim
Non-Muslim

Years of Playing experience:

0 – 5 Months
6 Months – 1 year
2 years – 5 years
6 years – 10 years
Other please specify: ____________________________________________

Level of Competition attended:

National Tournaments
Regional Tournaments
Municipality Tournaments
Barangay Tournaments
Intercollegiate
Other please specify: ____________________________________________
 53

Part II. Mental Toughness Questionnaire developed by Allan Golberg (1998)

Instruction: Below are the statements regarding your mental toughness. Read
each statement below. Please respond to each statement, without too much
thought by putting a check mark (/) on your corresponding choice. There is no
wrong answer. Use pen to mark your choice. Please refer to the following legend.

Legend:
SA – Strongly Agree U – Undecided SD – Strongly Disagree
A – Agree D – Disagree

Statement SD D U A SA

1. I suffer from the ‘what if’s’ – I think too

much about what could go wrong just
before and during competitive activity.

2. One or two failure do not shake my

confidence.
3. I do my best when there’s more
pressure on me.
4. Failure and setbacks get me more
motivated.

5. I frequently worry about my mistakes

6. My coach’s yelling put me off my
game.
7. I tend to compare myself too much
with my team mates and opponents
8. I get too nervous to really preform to
my potential.
9. It’s easy for me to consistently train at
a high level of intensity.
10. I get really demoralized when I make
a mistake when involved in
competitive activity.

11. I tend to get easily distracted.

 54

Statement SD D U A SA
12. I’d rather compete against a better
opponent and lose- than win against
weaker opponent.
13. I do better in practice that I do when it
really counts the most.
14. I think about how today’s practice will
helps me achieve my goals in the
future.
15. It’s easy for me to let go of my
mistakes.

Scoring

To score the questionnaires, positive statements numbers 2, 3, 4, 9, 12, 14,

and 15 are rated with: For SD=1, D=2, N=3, A=4, SA=5 and for negative statement

1, 5, 6, 7, 8, 10,11, 13 are rated with: for SD=5, D=4, N=3, A=2, and SA=1.

Interpretations

SCORE RANGE QUALITATIVE DESCRIPTION

38-43 Very Low Mental Toughness
44-49 Low Mental Toughness
50-55 Average Mental Toughness
56-61 High Mental Toughness
62-67 Very High Mental Toughness

Reference:

Credo M.A (2015). Mental toughness and achievement motivation in relation to

sport performance among athletes. Unpublished undergraduate thesis,
CSPEAR Mindanao State University, Marawi City.
 55

Part III. Psychological Well-Being Questionnaire

Instruction: Please indicate your degree of agreement to the following

sentences by putting a check in the provided box below. Please refer to the
following legend.

Legend:
SA – Strongly Agree U – Undecided SD – Strongly Disagree
A – Agree D – Disagree

STATEMEMT SD D N A SA

1. I am not afraid to voice my opinions,

even when they are in opposition to the
opinions of most people.

2. In general, I feel I am in charge of the

situation in which I live.
3. I am not interested in activities that will
expand my horizons.
4. Most people see me as loving and
affectionate.
5. I live life one day at a time and don't
really think about the future.
6. When I look at the story of my life, I am
pleased with how things have turned out

7. My decisions are not usually influenced

by what everyone else is doing

8. The demands of everyday life often get

me down.
9. I think it is important to have new
experiences that challenge how you think
about yourself and the world.

10. Maintaining close relationships has been

difficult and frustrating for me.
 56

STATEMEMT SD D N A SA

11. Have a sense of direction and purpose

in life.
12. In general, I feel confident and positive
about myself.

13. I tend to worry about what other people

think of me.

14. I do not fit very well with the people and

the community around me.
15. When I think about it, I haven't really
improved much as a person over the
years.

Scoring
To score the questionnaires, positive statements numbers 1, 2, 3, 4, 6, 7,

8, 9, 11, 12, 13, and 14 are rated with: For SD=1, D=2, N=3, A=4, SA=5 and for

negative statement 3, 5, 10, 13, 14 & 15 are rated with: for SD=5, D=4, N=3, A=2,

and SA=1.

a. Autonomy: items 1, 7, 13,

b. Environmental mastery: items 2, 8, 14,

c. Personal Growth: items 3, 9, 15

d. Positive Relations: items: 4 &10

e. Purpose in life: items: 5, 11

f. Self-acceptance: items 6, 12
 57

Score Range
Interpretation
Higher Lower
Score Score
High scorer: Is self-determining and
independent; able to resist social pressures to
think and act in certain ways; regulates
behaviour from within; evaluates self by
personal standards.
8 - 15 1-7 Autonomy
Low scorer: Is concerned about the
expectations and evaluations of others; relies
on judgments of others to make important
decisions; conforms to social pressures to think
and act in certain ways.

High scorer: Has a sense of mastery and

competence in managing the environment;
controls complex array of external activities;
makes effective use of surrounding
opportunities; able to choose or create contexts
suitable to personal needs and values.
Environment
8 - 15 1-7
al mastery
Low scorer: Has difficulty managing
everyday affairs; feels unable to change or
improve surrounding context; is unaware of
surrounding opportunities; lacks sense of
control over external world.

High scorer: Has a feeling of continued

development; sees self as growing and
expanding; is open to new experiences; has
sense of realizing his or her potential; sees
improvement in self and behaviour over time; is
changing in ways that reflect more self-
Personal knowledge and effectiveness.
8 - 15 1-7
Growth
Low scorer: Has a sense of personal
stagnation; lacks sense of improvement or
expansion over time; feels bored and
uninterested with life; feels unable to develop
new attitudes or behaviours.
 58

High scorer: Has warm, satisfying, trusting

relationships with others; is concerned about
the welfare of others; capable of strong
empathy, affection, and intimacy; understands
give and take of human relationships.
Positive
5 - 10 1-4
Relations Low scorer: Has few close, trusting
relationships with others; finds it difficult to be
warm, open, and concerned about others; is
isolated and frustrated in interpersonal
relationships; not willing to make compromises
to sustain important ties with others.

High scorer: Has goals in life and a sense of

directedness; feels there is meaning to present
and past life; holds beliefs that give life
purpose; has aims and objectives for living.
Purpose in
5 - 10 1-4
life
Low scorer: Lacks a sense of meaning in life;
has few goals or aims, lacks sense of direction;
does not see purpose of past life; has no
outlook or beliefs that give life meaning

High scorer: Possesses a positive attitude

toward the self; acknowledges and accepts
multiple aspects of self, including good and bad
qualities; feels positive about past life.
Self-
5 - 10 1-4
acceptance Low scorer: Feels dissatisfied with self; is
disappointed with what has occurred with past
life; is troubled about certain personal qualities;
wishes to be different than what he or she is.

Reference:

Ryff (n.d). Psychological well-being scale. Retrieved February 16, 2018 from
http://files.psychologywellbeing.ed.gov/fulltext/EJ113986
 59

CURRICULUM VITAE

I. Personal Information

Name : Nashria Mangontra Saber

Nickname : Eka

Age : 18

Sex : Female

Birthday : March 11, 2000

Home address : Brgy. Datu Saber, Marawi City

Campus address : MJ cottage, Lower housing, Mindanao State

University, Marawi City.

Civil Status : Single

Nationality : Filipino

Tribe : Meranao

Parents : Raisah Saber Occupation: Employee

Nasser Saber Occupation: Employee

II. Educational Background

Elementary : Philippine Integrated School Foundation Inc.

Bangon, Marawi City
High school : MSU – University Training Center
Bo. Green, Marawi City
Senior High : MSU – Marawi Senior High School
SPORTS TRACK
MSU-Main Campus, Marawi city
 60

CURRICULUM VITAE

I. Personal Information

Name : Nor-Nihara Mustapha Dimaporo

Nickname : Ara

Age : 18

Sex : Female

Birthday : March 30, 2000

Home address : Tacurong City, Sultan Kudarat

Campus address : Fifth Street, Mindanao State University,

Marawi City.

Civil Status : Single

Nationality : Filipino

Tribe : Meranao

Parents : Jasmine Dimaporo Occupation: House wife

Shikie Dimaporo Occupation: Businessman

II. Educational Background

Elementary : Isabela East Central Elementary School.

Isabela City, Basilan
High school : Tacurong National High School
Tacurong City, Sultan Kudarat
Senior High : MSU – Marawi Senior High School
SPORTS TRACK
MSU-Main Campus, Marawi city
 61

CURRICULUM VITAE

I. Personal Information

Name : Hamza Disomimba Deguro

Nickname : Zayn

Age : 19

Sex : Male

Birthday : January 10, 1999

Home address : Buadi Arorao, Taraka Lanao del sur

Campus address : RDH Boys Dormitory, Mindanao State

University, Marawi City.

Civil Status : Single

Nationality : Filipino

Tribe : Meranao

Parents : Cayamona Deguro Occupation: House wife

Eddries Deguro Occupation: Farmer

II. Educational Background

Elementary : Taraka central Elementary School

Taraka, Lanao del sur
High school : MSU – Taraka Community High School
Taraka, Lanao del sur
Senior High : MSU – Marawi Senior High School
SPORTS TRACK
MSU-Main Campus, Marawi city
 62

CURRICULUM VITAE

I. Personal Information

Name : Aquima Mama Guro

Nickname : Kim

Age : 19

Sex : Female

Birthday : March 20, 1999

Home address : Legaspi, Tubod, Iligan City

Campus address : Isnihaya Boarding House, Lower housing,

Mindanao State University, Marawi City.

Civil Status : Single

Nationality : Filipino

Tribe : Meranao

Parents : Cobra Mama Occupation: Employee

Hajiamen Guro Occupation: none

II. Educational Background

Elementary : Marawi Central Elementary School.

Moncado Colony, Marawi City
High school : MSU – University Training Center
Bo. Green, Marawi City
Senior High : MSU – Marawi Senior High School
SPORTS TRACK
MSU-Main Campus, Marawi city
 63

CURRICULUM VITAE

I. Personal Information

Name : Norjamine Montor Macarimpas

Nickname : Norjas

Age : 17

Sex : Female

Birthday : May 28, 2000

Home address : Bangon, Marawi City

Campus address : None

Civil Status : Single

Nationality : Filipin

Tribe : Meranao

Parents : Norolyn Macarimpas Occupation: Employee

Hasim Macarimpas Occupation: None

II. Educational Background

Elementary : RC Al- Khwarizmi International – College

Laboratory School
Basak Malutlut, Marawi City
High school : RC Al- Khwarizmi International – College
Laboratory School
Basak Malutlut, Marawi City
Senior High : MSU – Marawi Senior High School
SPORTS TRACK
MSU-Main Campus, Marawi city
 64

CURRICULUM VITAE

I. Personal Information

Name : Sittie Aisa Batabor Dimatunday

Nickname : Aisa

Age : 17

Sex : Female

Birthday : July 4, 2000

Home address : Rorogagus, Marawi City

Campus address : Upper Housing, Mindanao State University,

Marawi City

Civil Status : Single

Nationality : Filipino

Tribe : Meranao

Parents : Norhaya Dimatunday Occupation: Teacher

Abduljabbar Dimatunday Occupation: None

II. Educational Background

Elementary : Rorogagus Elementary School

Rorogagus, Marawi City
High school : Marawi City National High School
Bo. Green, Marawi City
Senior High : MSU – Marawi Senior High School
SPORTS TRACK
MSU-Main Campus, Marawi city
 65

CURRICULUM VITAE
I. Personal Information

Name : Ayamie Alawi Pumbaya

Nickname : Pipay

Age : 17

Sex : Female

Birthday : September 16, 2000

Home address : Bangon, Marawi City

Campus address : Rapasun Boarding House, Mindanao State

University, Marawi City

Civil Status : Single

Nationality : Filipino

Tribe : Meranao

Parents : Faridah Pumbaya Occupation: Employee

Owaida Pumbaya Occupation: None

II. Educational Background

Elementary : RC Al- Khwarizmi International – College

Laboratory School
Basak Malutlut, Marawi City
High school : RC Al- Khwarizmi International – College
Laboratory School
Basak Malutlut, Marawi City
Senior High : MSU – Marawi Senior High School
SPORTS TRACK
MSU-Main Campus, Marawi city