Author: Jake R. SutterPublisher:
ISBN:
Category : Education
Languages : en
Pages : 108
Book Description
Factors that Affect Student-athlete Retention in Division III Athletics
Author: Jake R. SutterPublisher:
ISBN:
Category : Education
Languages : en
Pages : 108
Book Description
Factors in the Retention of NCAA Division III Student-athletes
Author: Tina PhillipsPublisher:
ISBN:
Category : College athletes
Languages : en
Pages : 208
Book Description
Abstract.
The Relationship Between Academic Profile and Athletic Department Competitive Success at National Collegiate Athletic Association Division III Private Colleges and Universities
Author: Nicole FennernPublisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 152
Book Description
Little to no research has been conducted examining the factors contributing to athletic department competitive success in NCAA Division III intercollegiate athletics. Several studies have linked student-athlete institutional choice factors to academic factors, while Division III student-athletes have indicated that both athletic and academic programs are important in their college choice (Goss, Jubenville, & Oregan, 2006; Konnert & Giese, 1987; National Collegiate Athletic Association, 2008; National Collegiate Athletic Association Research, 2011; National Collegiate Athletic Association Research, 2016). The NCAA Division III philosophy states that student-athletes should be integrated into the whole of the institution, not treated differently than non-student-athletes, and that admissions standards should be the same for student-athletes as they are for non-student-athletes (Stubbeman & Cooper, 2015). This research examined the relationship between institutional academic profile and athletic department competitive success. Academic profile was measured through institutional selectivity (acceptance rates), caliber of incoming students (ACT/SAT scores), four-year graduation rates, and retention rates (first to second year of enrollment). Athletic department competitive success was measured by the institution's placement in the Learfield Sports Directors Cup (LSDC). Spearman rank correlation was used to examine each independent variable against the institution's points earned in the LSDC. Positive relationships were found between each independent variable and points earned in the LSDC - ranging from -.306 to .563. These positive relationships present various implications and considerations for institutional administration and coaches to consider in recruiting student-athletes and setting expectations for competitive success.
The Collegiate Athlete at Risk
Author: Morris R. CouncilPublisher: IAP
ISBN: 164113416X
Category : Education
Languages : en
Pages : 127
Book Description
There are numerous books documenting the challenges of student athletes and presenting recommendations for academic success. They primarily focus on understanding the issues of student-athletes and recommendations are oftentimes overly simplistic, failing to explicitly provide interventions that can be executed by student-athlete support personnel. In addition, the topic of supporting student-athletes who are academically at risk and/or are diagnosed with high incidence disabilities has been overlooked by scholars resulting in few publications specifically focusing on providing strategies to the staff/personnel who serve these populations. The general target audience is college/university practitioners who interface with student-athletes who demonstrate academic and social risk in the realm of athletics. These stakeholders include but are not limited to: academic support staff, student athletes, parents, coaches, faculty/educators, counselors, psychologists, higher education administrators, student affairs professionals, disability services coordinators/personnel, as well as researchers who focus on education leadership, sports, and special education. All of these groups are likely to find this book attractive especially as they work with student-athletes who are at-risk for academic failure. Also, it is ventured that this book will become the staple text for the National Association of Academic Advisors (N4A), the official organization for all personnel who work in collegiate academic support and can be used by members of intercollegiate athletic associations to reform policies in place to support at-risk student-athletes.
Factors Affecting Academic Performance in Selected Division III Student-athletes
Author: Jaime A. DickersonPublisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 136
Book Description
Factors which Influence the College Selection Process of Potential NCAA Division III Level Student-athletes
Author: Steven J. RogersPublisher:
ISBN:
Category : College athletes
Languages : en
Pages : 116
Book Description
Factors Affecting the Academic and Athletic Self-determined Motivation of NJCAA Division III Student-athletes
Author: Melissa Margaret MajerusPublisher:
ISBN: 9781339836119
Category : Academic achievement
Languages : en
Pages : 338
Book Description
Factors influencing the decisions of student-athletes to attend NCAA Division III, Baptist affiliated universities
Author: Veronica D. SnowRecruiting the Division III Student-athlete
Author: Bryan H. JohnsonPublisher:
ISBN:
Category : College athletes
Languages : en
Pages : 98
Book Description
The Identification of Key Factors Student-athletes Perceived to be Important to the College Student-athlete Retention Process
Author: Christina A. RiveraPublisher:
ISBN:
Category : College athletes
Languages : en
Pages :
Book Description
Abstract: The purpose of this study was to identify the key factors student-athletes perceived to be important in their decision-making to stay in school. To accomplish this purpose, it was necessary to: 1) construct a conceptual model of student-athlete retention based upon the literature associated with traditional student retention and the college student-athlete experience, 2) utilize the conceptual model of student-athlete retention to guide the creation of an instrument that captures student-athlete perceptions of factors important to the retention process, and 3) use exploratory factor analysis to extract meaningful factors underlying the items of the instrument. Participants in this study consisted of 330 NCAA Division I student-athletes attending a large west coast university. Using the Understanding College Student-Athlete Retention Questionnaire developed for this study, data were collected in person during a team meeting for each participating sport. A total of 42 items, one question regarding intent to leave, and 17 demographic questions were included in the questionnaire. The Likert-scaled items were measured on a six-point scale ranging from Not Important (1) to Very Important (6) with the Importance scale referring to how important each statement is to the participant's decision to stay in school. Principal components analysis with VARIMAX rotation extracted a four-factor model. Cronbach's alpha and split-half (Spearman-Brown) reliability coefficients were calculated for the instrument and for each extracted factor. The questionnaire had a reliability coefficient of .930, whereas each factor had a reliability coefficient greater than or equal to .784. Forty-one of the 42 items included in the questionnaire loaded onto one of four factors: Quality of Academic Experience, Quality of Athletic Experience, In-Network Support, and Out-Of-Network Support. These four factors reflect what student-athletes perceived to be important to the student-athlete retention process. Factor scores were also calculated for each factor based on intent to leave. Results indicated that respondents who did not have intentions of leaving school early placed a significantly higher level of importance on the Quality of Academic Experience, whereas respondents who did have intentions of leaving school early placed a significantly higher level of importance on the Quality of Athletic Experience.