Testing a Model of First-semester Student-athlete Academic Motivation and Motivational Balance Between Academics and Athletics PDF Download

Author: J. Nathan Althouse
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 384

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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: Natalie Barker-Ruchti
Publisher: Routledge
ISBN: 135161780X
Category : Sports & Recreation
Languages : en
Pages : 188

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Book Description
Elite athletes lead a particular way of life, which creates significant learning and shapes their selves. This is the first sociological-pedagogical text to conceptualise athlete learning in elite sport and across athletic careers. It outlines theories of learning and argues for a cultural perspective capturing contextual influence, temporal changes, individual dispositions, and subjectivity. Presented in three parts—landscaping elite sport and theorising athlete learning; showcasing athletes’ learning in elite sport; and informing research and practice—the book features nine international, multi-contextual, and multi-experience case studies of athlete careers, experiences, and learning across individual and team sports such as boxing, rugby, basketball, hockey, and gymnastics. This is fascinating reading for students, researchers, and practitioners in sport organisations, sports coaching, coach education, and sport sociology and pedagogy.

Author: Eddie Comeaux
Publisher: IAP
ISBN: 1681230267
Category : Education
Languages : en
Pages : 176

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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: Margaret L. Tudor
Publisher:
ISBN:
Category : College athletes
Languages : en
Pages : 134

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Book Description
Collegiate athletics has become an integral part of the student experience for both athletes and non-athletes. Student-athletes' individual experiences have received considerable attention in the popular media and literature as the pressures to perform both athletically and academically are vast (Benford, 2007; Meyer, 2005). The purpose of this study was to examine whether gender (men's vs. women's sports), sport visibility (highly visible versus non-highly visible sports), race (white vs. non-white), and perceived motivational climate (task- and ego-involved) significantly predicts motivation towards academics, athletics, and career. Finally, this study attempted to establish possible correlational explanations for the lack of academic integrity in intercollegiate athletics. Approximately 310 Division I student-athletes were contacted to participate in the study. Student-athletes in this study were recruited from one Midwest University. Gender, race, and sport visibility were assessed using the demographic questionnaire. To measure players' perceptions of the motivational climate on each team, the Perceived Motivational Climate in Sport Questionnaire-2 (PMCSQ-2); (Newton, Duda, & Yin, 2000) was used. The dependent variable of motivation was measured by using the Student Athlete's Motivation toward Sports and Academics Questionnaire (SAMSAQ); (Gaston-Gayles, 2004; 2005) to assess academic, athletic, and career motivation. To describe underlying structure principal components analysis was conducted. On the items of the PMCSQ-2, the analysis produced a three-component solution. The task-involving component accounted for 20.64% of the total variance, ego-involving approach accounted for 13.97% of the total variance, and the ego-involving avoidance accounted for 10.28% of the total variance. On the items of the SAMSAQ, the analysis produced a two-component solution. After iv rotation, the academic motivation component accounted for 21.60% of the total variance, while the sport motivation component accounted for 20.20% of the total variance. To describe and examine the existence of predictable relationships among the independent (gender, sport visibility, race, and perceived motivational climate) and dependent (motivation) variables, multiple regression was conducted. Results indicate an overall model of three predictors (gender, race, and task-involving climate) that significantly predict academic motivation, R2=.205, R2adj=.189, F(6,302) = 12.946, p

Author: Joy Leigh Gaston
Publisher:
ISBN:
Category :
Languages : en
Pages : 240

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Book Description
The results of this study have implications for counselors, athletic administrators, and educations working with and conducting research concerning student athletes. Assessing academic and athletic motivation early on can prevent over emphasis in one domain over the other. Further, preventative programs and services should be designed to help motivationally at risk student athletes develop a balance between academic and athletic tasks.

Author: Ian R. Potter
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 177

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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: Janet M. Rasmussen
Publisher:
ISBN:
Category : College athletes
Languages : en
Pages : 166

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Author: National Resource Center for the First-Year Experience & Students in Transition (University of South Carolina)
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 142

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Book Description
This monograph explores and discusses issues related to student-athletes with emphasis on entering student-athletes, and on development of programs to facilitate positive relationships between student-athletes and their universities. Following an introduction by the editor, the included chapters are: (1) "An Interview with Mike McGee" (Betsy O. Barefoot); (2) "Counseling the Collegiate Student-Athlete: History, Problems, and Possible Innovations" (Tim Fields); (3) "Self-Efficacy: A Tool for Providing Effective Support Services for Student-Athletes" (Jutta Street); (4) "Essential Components for Successful Collaboration between Coaches and Athletic Academic Advisors" (Pam Wuestenberg); (5) "Student-Athlete Welfare or 'Welfare'?" (Daniel Boggan, Jr.); (6) "NCAA CHAMPS/Life Skills Program: Results of the Help-Seeking Survey Research Project" (Meg Murray); (7) "History of the NCAA CHAMPS/Life Skills Program" (Emily Ward); (8) "The Impact of NCAA Propositions 48 and 16 on the Academic Preparation and Graduation Rates of Student-Athletes" (Jerry L. Kingston); (9) "Community/Junior College Transfer Student-Athletes: Ethics, Integrity, and the Second First-Year Experience" (Karl Mooney); (10) "The First-Year Female Student-Athlete: Characteristics and Interventions" (Carol A. Gruber); and (11) "Race and College Sports: A Long Way To Go" (Richard E. Lapchick). (Individual chapters contain references.) (DB)

Author: Meghan Parenteau
Publisher:
ISBN:
Category :
Languages : en
Pages : 198

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Book Description
Athletic success sometimes may involve participants to work hard, be self-disciplined, exhibit perseverance and determination, and be able to concentrate. If such qualities are transferred into the academic domain, students may also experience academic motivation and success. Many varsity student-athletes are lacking motivation and hard work in the classroom but excel in these categories on the athletic fields. This study of the student-athlete and their motivational levels both in and out of the classroom will provide educators, coaches, and administrators with the knowledge about how to create a positive academic learning environment for its student athletes. The self-expectancy theory by Atkinson, Wigfield, and Eccles (2000) relates motivational levels to expectancies set by individuals. Motivational levels determine the tasks that we choose, persistence during those tasks, how much effort is exerted, and potentially levels of performance. This study examines how athletics influences academic motivation of high school varsity athletes. This phenomenological study analyzes the experiences of five high school varsity student-athletes in the classroom and on the athletic field. The sample was randomly selected participants who were currently participating in competitive varsity athletics at Corbin High School. Qualitative data was triangulated through interviews, observation, and artifact collection. The findings from this study can guide teachers, coaches, and administrators to know how to best motivate students in suburban schools where there is a high priority placed on athletics. Increased levels of motivation can in turn lead to higher levels of academic achievement increasing student performance.

Author: Adam H. Ploeg
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 0

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Book Description
This non-experimental regression study examined the relationship between six motivational factors and academic performance for male high school student-athletes. Research has shown motivation in athletics can have an effect on academic achievement. The study was conducted at six public high schools in the northeast region of South Carolina. The revised Sport Motivation Scale (SMS-II) was the survey instrument used to collect athletic motivational levels of the 10th-12th grade high school male student-athletes (n=140). Academic achievement was measured through overall student grade point average (GPA). Sport type and grade level were statistically controlled in this study making them covariates. The data was analyzed by performing a hierarchical multiple regression. Descriptive data was reported and the strength of relationships determined and discussed. The analysis showed the strength of the relationships between the predictor variables (intrinsic, integrated, identified, extrinsic, and non-regulation) and the criterion variable (GPA). The results of the study suggested that overall motivation did not have a statistically significant contribution to GPA. Despite the fact that the overall model was not significant, there were some findings that suggested student-athletes with strong amotivational tendencies may be less likely to be motivated to achieve high academic scores. Future research is still needed in this area and should focus investigating family structure and socio-economic status among participants and ensuring sufficient and more equal representation amongst all sports involved.