Author: Ian R. Potter Publisher: ISBN: Category : Electronic dissertations Languages : en Pages : 177
Book Description
Author's abstract: Recent data indicates that college student athletes are graduating at higher rates than their non-student athlete peers; however, among student athletes in general, revenue sport student athletes are well below other college sport student athletes in terms of academic performance. One variable that has shown to have a connection with academic performance among college student athletes is academic motivation. An area within academic motivational research that has not been investigated is how a revenue sport student athlete’s time commitment to their sport (competition and non-competition semester) influences their academic motivation. Additionally, the large majority of research assessing academic motivation among college student athletes analyzed academic motivation at one point in time rather than throughout a time period. Conversely, this study examined academic motivation several times within an academic year, rather than at a single point in time. The study also aimed to determine if academic motivation among NCAA Division I football players is significantly different during their competition semester compared to their non-competition semester and if academic motivation changed from month to month within each semester. The researcher created a survey entitled the College Student‐Athlete Academic Motivation Survey (CSAAM-S) which examined academic motivation among 75 NCAA Division I football players during three months within a given semester. Using a repeated measures ANOVA, it was discovered that the football players had higher levels of academic motivation within their non-competition semester (Spring 2013) compared to their competition semester (Fall 2012). Also, differences were found in academic motivation for each month within the competition semester and the non-competition semester. Additionally, race/ethnicity, athletic standing, and scholarship type were also found to yield different levels of academic motivation among the football players. From a practical standpoint, investigating academic motivation through moments of time rather than a single moment of time can lead to a better understanding of the concept of academic motivation. Results from the study will be noteworthy in providing more information to campus leaders and athletic department administrators in order to develop, implement, and better time academic motivational programs for NCAA Division I football players.
Author: J. Nathan Althouse Publisher: ISBN: Category : Academic achievement Languages : en Pages : 384
Book Description
This dissertation examined the correlation between background demographic variables, high school academic variables, college situational variables, and noncognitive variables (independent variables), and academic motivation and the balance between academic and athletic motivation (dependent variables) for first-semester student athletes competing at a highly competitive Division I athletic program. The literature review established a foundation for the need of this study based on theoretical and empirical research, and the development of more stringent academic benchmarks and progress-monitoring legislation recently introduced by the National Collegiate Athletic Association (NCAA). A hierarchical regression design was created to investigate the correlations between the independent variables and academic motivation and balance between academic motivation and athletic motivation. Participants completed a survey comprised of an inventory of background variables, the Noncognitive Questionnaire (NCQ), and the Student Athletes' Motivation toward Sports and Academics Questionnaire (SAMSAQ). The dependent variables of academic motivation and balance score were derived from subscales of the SAMSAQ. The score for academic motivation was represented by the score on the Academic Motivation subscale of the SAMSAQ. The value for balance score was created by computing the difference score between the Academic Motivation and Student Athletic Motivation subscale scores of the SAMSAQ. There were 185 participants representing 29 different sports who took the battery of surveys during the first week of classes in the fall of 2006. The results of the study indicate that three independent variables were positively and significantly correlated with balance score: high school grade point average, parent level of education, and the NCQ subscale Knowledge Acquired in a Field (which measures culturally-related educational experiences outside of school). The NCQ subscale Dealing with Racism was found to have a positive and significant correlation with academic motivation. The discussion section analyzes the results of the current study, as well as examines how the current findings relate to past theoretical and empirical research. The discussion section also outlines implications for practice for high school and college professionals and suggestions for future research.
Author: Clewiston Challenger Publisher: ISBN: Category : Languages : en Pages :
Book Description
The purpose of this study was to investigate the relation between college adjustment, self-efficacy, academic buoyancy and academic motivation among student-athletes of color at a predominantly White institution (PWI) that participate in Division I sports. Historically, institutions of higher education, founded by White male educators and businessmen, designed their schools primarily for White students. Students of color where not permitted to attend such institutions nor compete against them athletically. After the integration of schools, college administrators and coaches saw the opportunity to recruit student-athletes of color in an effort to create winning teams, fill stadium seats, and to generate revenue. Some PWI campuses were not as welcoming to student-athletes of color because they lacked diversity, some did not foster a welcoming racial or cultural atmosphere, and many were not as inclusive. Some athletes faced discrimination and racism on campus which may have been a factor in their academic motivation. This study examined the perception student-athletes of color have of their non-cognitive factors (i.e. college adjustment, self-efficacy, and academic buoyancy), athletic status, and race and how it influenced their motivation (i.e. intrinsic or extrinsic) toward academics. Twenty-eight Division I student-athletes of color at a large PWI public university participated in the study. Each athlete completed a 20-minute Likert-type survey that asked questions about their college experience, perception of adjustment, self-efficacy, academic buoyancy, and motivation toward academics. The results of the study found college adjustment, intrinsic motivation, and extrinsic motivation toward academics to relate among student-athletes of color. No significant relation was found between the three variables of self-efficacy, academic buoyancy and overall academic motivation as hypothesized by the researcher.
Author: Sarah Elizabeth Stokowski Publisher: ISBN: Category : Attention-deficit disorder in adults Languages : en Pages : 220
Book Description
With the evolvement of the NCAA's initial and continuing eligibility practices throughout the past two decades, interest in studying the experience of student-athletes has increased (Gayles, 2009). Student-athletes have long been stereotyped as "dumb jocks" (Harrison et al., 2009; Sack & Staurowsky, 1988). Campus groups such as faculty members and students suspect that student-athletes lack intelligence (King & Springwood, 2001; Sailes, 1998), and put forth far less motivation in the classroom than they do on the playing field (Baucom & Lantz, 2001; Burke, 1993; Watt & Moore, 2001). Student-athletes, especially those with learning disabilities can potentially face harsh scrutiny due to being labeled as not only a student-athlete, but as a person with a learning disability (Clark & Parette, 2002). When an individual is aware of the negative stereotype surrounding his or her social group, depending on the situation that the individual is in, there is a possibility of stereotype threat (Steele & Aronson, 1995). Despite the countless studies that have utilized stereotype threat, studies that use the theory pertaining to student-athletes, as well as literature involving those with learning disabilities are scarce (Aguino, 2011). Although research has focused on educational experiences in regards to the general student-athlete population, little is known about the experiences of student-athletes with diagnosed learning disabilities and/or ADHD. The purpose of this study was to examine the experiences of NCAA Division I FBS football student-athletes who have been diagnosed with a learning disability and/or ADHD. Nine football student-athletes at an NCAA Division-I FBS institution were interviewed. Three major themes appeared throughout the data: the impact of football, learning competence, and stereotypes. The results of this study will allow those working with this particular population of student-athletes to develop a greater understand of their experience, and can ultimately assist in eliminating stereotype threat, which will lead to an increase in the academic performance of student-athletes with learning disabilities and/or ADHD (Cohen, Purdie-Vaughns, & Garcia, 2012; Clark & Parette, 2002).
Author: Michael P. Shuman Publisher: ISBN: Category : Academic achievement Languages : en Pages : 83
Book Description
"The academic performance of student athletes is an area of concern for colleges and universities nationwide. Studies have predicted the academic performance of student athletes through both cognitive and noncognitive means. The purpose of this study was to investigate academic, athletic, and career athletic motivation as noncognitive predictors of academic performance for 275 college student athletes at a selective, Division I university. An additional purpose was to examine the moderating effects of admission status on the relationship between academic performance and motivation. The findings from this research suggest that academic motivation can serve as a predictor of academic performance in college student athletes, and admission status does not moderate the relationship between motivation and academic performance."--Abstract from author supplied metadata.
Author: Eddie Comeaux Publisher: IAP ISBN: 1681230267 Category : Education Languages : en Pages : 176
Book Description
Making the Connection: Data-Informed Practices in Academic Support Centers for College Athletes is practical and ideal for those who seek to use research to inform their individual and organizational practices. This volume is primarily intended for upper-level undergraduate and graduate students, though scholars, researchers, teachers, practitioners, coaches, athletics administrators, and advocates of intercollegiate athletics will also find it useful. It comprises a series of chapters that cover a wide range of evidence-based approaches designed to enhance the practices of those who work closely with college athletes. Given the breadth of the field overall, this single volume is not exhaustive, but the current concerns, challenges, and themes of relevance to higher education researchers, practitioners, and others are well addressed. The intent of the text is to spark conversation about how college and university constituents can reframe their thinking about the importance of innovative research to careful, informed practice. Likewise, the contributors hope that it will inspire greater awareness and action among practitioners, as well as advance scholarship in the area of athletics. Each chapter includes current research, and in some cases theoretical perspectives, which should assist practitioners enhance the well-being of college athletes. Each chapter also offers guided discussion questions that are ideal for use as the basis of further conversation in the classroom setting. Adopters of this text will benefit from leading voices in the field who delve into complex issues, shedding new light and presenting unique opportunities for understanding a diversity of perspectives on evidence-based practices in support centers for athletes. In all, this volume provides a rich portrait of data-driven practices designed to assist practitioners and others who work closely with college athletes, and lays the groundwork for an ambitious and long overdue agenda to further develop innovative research that informs the practices of athletics stakeholders and improves the quality of experiences for college athletes.
Author: Ian R. Potter
Author: J. Nathan Althouse
Author: Janet M. Rasmussen
Author: Michael A. Gray
Author: Clewiston Challenger
Author: Sarah Elizabeth Stokowski
Author: Michael P. Shuman
Author: Eddie Comeaux
Author: 
Author: Brian Lewis Evans