東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Effects of sport-related concussion ...

Colllins, Christina L.

FindBook

Google Book

Amazon

博客來

Effects of sport-related concussion and pre-injury neuropsychological functioning on academic outcomes.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Effects of sport-related concussion and pre-injury neuropsychological functioning on academic outcomes./
作者:	Colllins, Christina L.
面頁冊數:	117 p.
附註:	Source: Dissertation Abstracts International, Volume: 77-10(E), Section: A.
Contained By:	Dissertation Abstracts International77-10A(E).
標題:	Educational psychology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10109720
ISBN:	9781339729893

Effects of sport-related concussion and pre-injury neuropsychological functioning on academic outcomes.
Colllins, Christina L.

Effects of sport-related concussion and pre-injury neuropsychological functioning on academic outcomes. - 117 p.

Source: Dissertation Abstracts International, Volume: 77-10(E), Section: A.

Thesis (Ph.D.)--The University of Arizona, 2016.

While substantial literature exists regarding the neurocognitive sequelae of concussion and return to play determinations for student-athletes who have suffered a concussion, there is a paucity of research that has conceptualized the impact of concussion on common academic outcomes. This study examined these topics in an attempt to evaluate the impact of concussion on GPA and school attendance, the association of preinjury neurocognitive performance to changes in academic achievement following a concussion, as well as the relationship between baseline neurocognitive performance and academic outcomes. The change in monthly assignment GPA and attendance were analyzed for three comparison groups (concussion, other sport-related injuries, control) regarding their differences pre and post injury. Second, whether a student-athlete's performance on a computerized baseline neuropsychological assessment (ImPACT) moderated the change in monthly assignment GPA for a group of concussed student-athletes identified as either short recovery or long recovery was investigated. Lastly, the association between baseline ImPACT scores and cumulative GPA/standardized achievement measures was examined for the entire group of student- athletes. Results of this study indicated no systematic differences between comparison groups (concussion, control, and injury) with the change in pre and post injury monthly assignment GPA and daily attendance rates, although academic declines were evident among all student-athletes. Further analysis revealed that more athletes who experienced concussions evidenced a significant drop in GPA (> .5) than would be expected by chance. Contrary to expectations, baseline ImPACT assessment scores did not moderate the degree of academic decline for concussed student-athletes within the short or long recovery groups. Finally, baseline ImPACT composite scores were significantly related to general academic achievement outcomes. Specifically, the ImPACT Visual Memory, Visual Motor and Reaction Time Composite scores significantly predicted GPA. Standardized academic achievement scores as measured by the Arizona Instrument to Measure Standards (math, reading, writing and science) were all significantly predicted by the baseline ImPACT Visual Motor Composite score. This study highlights the risk factors that may lead to diminished academic performance for student-athletes and the pre-injury neurocognitive variables measured by ImPACT that predict academic performance for student-athletes.

ISBN: 9781339729893Subjects--Topical Terms:

517650
Educational psychology.

Effects of sport-related concussion and pre-injury neuropsychological functioning on academic outcomes.
LDR:03463nmm a2200289 4500 001 2079156
005 20161210083241.5
008 170521s2016 ||||||||||||||||| ||eng d
020 $a 9781339729893
035 $a (MiAaPQ)AAI10109720
035 $a AAI10109720
040 $a MiAaPQ $c MiAaPQ
100 1 $a Colllins, Christina L. $3 3194816
245 1 0 $a Effects of sport-related concussion and pre-injury neuropsychological functioning on academic outcomes.
300 $a 117 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-10(E), Section: A.
500 $a Adviser: Michelle Perfect.
502 $a Thesis (Ph.D.)--The University of Arizona, 2016.
520 $a While substantial literature exists regarding the neurocognitive sequelae of concussion and return to play determinations for student-athletes who have suffered a concussion, there is a paucity of research that has conceptualized the impact of concussion on common academic outcomes. This study examined these topics in an attempt to evaluate the impact of concussion on GPA and school attendance, the association of preinjury neurocognitive performance to changes in academic achievement following a concussion, as well as the relationship between baseline neurocognitive performance and academic outcomes. The change in monthly assignment GPA and attendance were analyzed for three comparison groups (concussion, other sport-related injuries, control) regarding their differences pre and post injury. Second, whether a student-athlete's performance on a computerized baseline neuropsychological assessment (ImPACT) moderated the change in monthly assignment GPA for a group of concussed student-athletes identified as either short recovery or long recovery was investigated. Lastly, the association between baseline ImPACT scores and cumulative GPA/standardized achievement measures was examined for the entire group of student- athletes. Results of this study indicated no systematic differences between comparison groups (concussion, control, and injury) with the change in pre and post injury monthly assignment GPA and daily attendance rates, although academic declines were evident among all student-athletes. Further analysis revealed that more athletes who experienced concussions evidenced a significant drop in GPA (> .5) than would be expected by chance. Contrary to expectations, baseline ImPACT assessment scores did not moderate the degree of academic decline for concussed student-athletes within the short or long recovery groups. Finally, baseline ImPACT composite scores were significantly related to general academic achievement outcomes. Specifically, the ImPACT Visual Memory, Visual Motor and Reaction Time Composite scores significantly predicted GPA. Standardized academic achievement scores as measured by the Arizona Instrument to Measure Standards (math, reading, writing and science) were all significantly predicted by the baseline ImPACT Visual Motor Composite score. This study highlights the risk factors that may lead to diminished academic performance for student-athletes and the pre-injury neurocognitive variables measured by ImPACT that predict academic performance for student-athletes.
590 $a School code: 0009.
650 4 $a Educational psychology. $3 517650
650 4 $a Physical education. $3 635343
650 4 $a Sports Management. $3 2122869
690 $a 0525
690 $a 0523
690 $a 0430
710 2 $a The University of Arizona. $b School Psychology. $3 1266997
773 0 $t Dissertation Abstracts International $g 77-10A(E).
790 $a 0009
791 $a Ph.D.
792 $a 2016
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10109720