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The Relationship Among Student-Athle...

Combs, Ryan G.

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The Relationship Among Student-Athlete Factors, Academic Motivation, and Academic Achievement in a Division I Football Championship Subdivision School.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Relationship Among Student-Athlete Factors, Academic Motivation, and Academic Achievement in a Division I Football Championship Subdivision School./
作者:	Combs, Ryan G.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2023,
面頁冊數:	116 p.
附註:	Source: Dissertations Abstracts International, Volume: 85-02, Section: A.
Contained By:	Dissertations Abstracts International85-02A.
標題:	Higher education. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30568972
ISBN:	9798379959142

The Relationship Among Student-Athlete Factors, Academic Motivation, and Academic Achievement in a Division I Football Championship Subdivision School.
Combs, Ryan G.

The Relationship Among Student-Athlete Factors, Academic Motivation, and Academic Achievement in a Division I Football Championship Subdivision School. - Ann Arbor : ProQuest Dissertations & Theses, 2023 - 116 p.

Source: Dissertations Abstracts International, Volume: 85-02, Section: A.

Thesis (Ed.D.)--Austin Peay State University, 2023.

The likelihood of having a professional athletic career is lowest in National Collegiate Athletics Association (NCAA) revenue-generating sports (i.e., football, men's basketball, women's basketball) and these sports often have the lowest rates of academic progress, eligibility, and retention. Although academic motivation is a strong indicator of academic achievement in student-athletes, student-athlete characteristics such as gender, race, past academic record, parent education level, type of sport, and revenue generation of the sport have also been shown to impact academic motivation. The research questions guiding this study were: (1) To what extent is there a relationship between student-athlete factors and student-athlete academic motivation? (2) To what extent is there a relationship between student-athlete academic motivation and academic achievement? and (3) To what extent do student athlete factors predict student-athlete academic achievement, when considering academic motivation? This correlational study took place in a Division I-Football Championship Subdivision, 4-year public university in the southeastern United States. Eighty student-athletes across all 15 NCAA-sponsored sports completed the academic motivation subscale of the Student-Athletes' Motivation toward Sports Questionnaire (SAMSAQ) and eight sociodemographic items (i.e., university identification number, sport, athletic scholarship status, transfer status, years of NCAA eligibility remaining, race and ethnicity, gender identity, and education level attained by a parent/guardian). Participants' high school and cumulative university GPAs were determined through administrative records. Data analysis consisted of descriptive statistics, hierarchical regression, linear regression, and multiple regression. Findings indicated that student-athlete factors predicted academic motivation at a statistically significant level, academic motivation did not predict academic achievement, and high school GPA predicted academic achievement at a statistically significant level. Implications for practice include providing targeted academic support to incoming student-athletes and taking their high school GPA in account, providing additional resources for dual sport student-athletes, and holding end-of-spring events to boost student-athletes' mental health and academic motivation. Implications for future research include exploring academic motivation in dual sport student-athletes, academic clustering in revenue and non-revenue D-I FCS sports, and replicating this study in multiple settings with a larger sample.

ISBN: 9798379959142Subjects--Topical Terms:

641065
Higher education.
Subjects--Index Terms:

Academic achievement

The Relationship Among Student-Athlete Factors, Academic Motivation, and Academic Achievement in a Division I Football Championship Subdivision School.
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520 $a The likelihood of having a professional athletic career is lowest in National Collegiate Athletics Association (NCAA) revenue-generating sports (i.e., football, men's basketball, women's basketball) and these sports often have the lowest rates of academic progress, eligibility, and retention. Although academic motivation is a strong indicator of academic achievement in student-athletes, student-athlete characteristics such as gender, race, past academic record, parent education level, type of sport, and revenue generation of the sport have also been shown to impact academic motivation. The research questions guiding this study were: (1) To what extent is there a relationship between student-athlete factors and student-athlete academic motivation? (2) To what extent is there a relationship between student-athlete academic motivation and academic achievement? and (3) To what extent do student athlete factors predict student-athlete academic achievement, when considering academic motivation? This correlational study took place in a Division I-Football Championship Subdivision, 4-year public university in the southeastern United States. Eighty student-athletes across all 15 NCAA-sponsored sports completed the academic motivation subscale of the Student-Athletes' Motivation toward Sports Questionnaire (SAMSAQ) and eight sociodemographic items (i.e., university identification number, sport, athletic scholarship status, transfer status, years of NCAA eligibility remaining, race and ethnicity, gender identity, and education level attained by a parent/guardian). Participants' high school and cumulative university GPAs were determined through administrative records. Data analysis consisted of descriptive statistics, hierarchical regression, linear regression, and multiple regression. Findings indicated that student-athlete factors predicted academic motivation at a statistically significant level, academic motivation did not predict academic achievement, and high school GPA predicted academic achievement at a statistically significant level. Implications for practice include providing targeted academic support to incoming student-athletes and taking their high school GPA in account, providing additional resources for dual sport student-athletes, and holding end-of-spring events to boost student-athletes' mental health and academic motivation. Implications for future research include exploring academic motivation in dual sport student-athletes, academic clustering in revenue and non-revenue D-I FCS sports, and replicating this study in multiple settings with a larger sample.
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