Cognitive, Learning and Study Strategy Predictors of Student-athlete Academic Success and Academic Progress Rates PDF Download
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Author: Janet Cain Moore
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 188
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Book Description
The purpose of this research was to explore a range of predictor variables believed to influence the academic success of student-athletes as measured by cumulative grade point averages (CGPA) and academic progress rates (APR). This study included 210 scholarship student-athletes participating in intercollegiate athletics at a National Collegiate Athletic Association (NCAA) limited-resource institution. Multiple regression analysis found standardized test scores (Test), high school core grade point averages (HSGPA), the Will composite scale of the Learning and Study Strategies Inventory, 2nd Edition (LASSI-II), gender, and generational status (i.e. first-generation or non-first-generation) to be most predictive of student-athlete cumulative grade point averages (CGPA). Independent t-tests were conducted on all predictor variables in the study and found significant differences between males and females on the variables of HSGPA, Test, and CGPA with female student-athletes scoring higher on all of these measures. Significant differences were also found between first-generation and non-first-generation student-athletes on variables of HSGPA, Test, Skill, Will, and CGPA with non-first-generation student-athletes scoring higher on all of these measures. Student-athletes participating in non-revenue sports had significantly higher scores on the HSGPA, Test, and CGPA variables. Logistic regression analyses using found standardized test scores to be the only predictor variable in this study to consistently contribute to the prediction of APR point loss.
Author: Janet Cain Moore
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 188
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Book Description
The purpose of this research was to explore a range of predictor variables believed to influence the academic success of student-athletes as measured by cumulative grade point averages (CGPA) and academic progress rates (APR). This study included 210 scholarship student-athletes participating in intercollegiate athletics at a National Collegiate Athletic Association (NCAA) limited-resource institution. Multiple regression analysis found standardized test scores (Test), high school core grade point averages (HSGPA), the Will composite scale of the Learning and Study Strategies Inventory, 2nd Edition (LASSI-II), gender, and generational status (i.e. first-generation or non-first-generation) to be most predictive of student-athlete cumulative grade point averages (CGPA). Independent t-tests were conducted on all predictor variables in the study and found significant differences between males and females on the variables of HSGPA, Test, and CGPA with female student-athletes scoring higher on all of these measures. Significant differences were also found between first-generation and non-first-generation student-athletes on variables of HSGPA, Test, Skill, Will, and CGPA with non-first-generation student-athletes scoring higher on all of these measures. Student-athletes participating in non-revenue sports had significantly higher scores on the HSGPA, Test, and CGPA variables. Logistic regression analyses using found standardized test scores to be the only predictor variable in this study to consistently contribute to the prediction of APR point loss.
Author: April A. Brecht
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 232
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Book Description
Author: Roderick D. Perry
Publisher:
ISBN:
Category : College athletes
Languages : en
Pages : 147
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Book Description
The purpose of this study was three-fold. The first purpose was to examine if there was a difference in the academic success of 239 first-year student-athletes between the type of institution they attended, public or private. These student-athletes represented 12 intercollegiate varsity sports at two NCAA Division I institutions in the Midwest during the 2007-2009 academic years, and the study used the five pre-college predictor variables of NCAA GPA, standardized test scores, gender, race, and institution type. The second purpose was to determine which of these predictor variables were statistically significant in predicting academic success of student-athletes by sport. The third purpose was to predict how well these predictor variables could distinguish between student-athletes attending the public institution and student-athletes attending the private institution. The study found that student-athletes at the private institution entered the institution with a better overall academic profile than did the student-athletes at the public institution as related to the predictor variables of high school GPA, NCAA GPA, ACT scores, SAT scores, and first-year college cumulative GPA. The statistically significant relationships between the predictors variables correlated between r = .94 and r = .17. Several stepwise multiple regression analyses were conducted to predict first-year academic success. The study concluded that, when ACT and SAT scores are included, separately, in the model with the predictor variables, then NCAA GPA, ACT scores, gender, and race are statistically significant predictors for student-athletes attending the public institution, while NCAA GPA and ACT scores are statistically significant predictors for student-athletes attending the private institution. NCAA GPA, SAT scores, and gender are statistically significant predictors for student-athletes attending the public institution, and NCAA GPA and SAT scores are statistically significant predictors for student-athletes attending the private institution. Together, these findings suggest that Non-White female student-athletes are predicted to have a higher first-year cumulative GPA than any other student-athlete at the public institution when ACT scores are added to the model, and female student-athletes are predicted to have a higher first-year cumulative GPA than any other student-athlete when SAT scores are added to the model. A stepwise discriminant analysis was conducted to predict how well the predictor variables distinguish between the public and private institutions. Based on the findings, NCAA GPA, standardized test scores, and race are the statistically significant variables in the model. Overall, 66.9% of the student-athletes in the study were classified correctly into public and private institution. The student-athletes attending the public institution were classified with slightly better accuracy (67.9%) than the student-athletes attending the private institution (66.2%).
Author: Rebecca Mitchell Malmo
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 286
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Author: Michael P. Shuman
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 83
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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: Kai'Iah A. James
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
This dissertation study examines the impact of traditional and non-cognitive variables on the academic prediction model for a sample of collegiate student-athletes. Three hundred and fifty-nine NCAA Division IA male and female student-athletes, representing 13 sports, including football and men's and women's basketball provided demographic information (i.e., race, academic classification, gender, scholarship status) and provided responses to the Academic Communication Anxiety Test instrument. The Associate Athletic Director for Student-Athlete Services provided precollege and college academic information (high school GPA, SAT/ACT score, collegiate GPA) and this information along with data provided by the participants was entered into a multiple regression analysis. The purpose of the study was to determine which variables predicted student-athlete college GPA and if participation in a revenue-generating versus a nonrevenue-generating sport impacted college GPA. The analyses indicated that the ACAT was a valid and reliable measure (alpha = .94) with three factors. In addition, high school core GPA, study hall hour requirement, academic classification, and pre-college standardized test score made significant contributions to the prediction equation. Participation in a revenue-generating sport was found to significantly impact GPA.
Author: Malte Kramer
Publisher: Peterson's
ISBN: 0768941407
Category : Study Aids
Languages : en
Pages : 132
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Book Description
Play For Something provides student athletes with the inspiration, strategies, and know-how to succeed in the classroom and beyond. Written by a Division 1 basketball player who graduated as the valedictorian of his class with a 4.0 GPA, this book covers everything from study strategies to productivity theory, from memory mastery to effective writing strategies, and from homesickness to networking. The book contains insightful stories from some of the world's leading athletes and business experts, including Olympians, Academic All-Americans, and prominent business leaders. A must-read for student athletes, the first part of the book deals with the motivation and inspiration student athletes often miss when it comes to academics and a career beyond athletics. It helps student athletes identify their passion and learn from the success stories of others. The second part of the book is devoted to the systems and knowledge that allow students to excel, including character building, life balance, networking, support system, and personal branding. The third part of the book provides the practical tips and tricks the author used to maintain a 4.0 GPA through four years of college, offering exceptional techniques to help improve memory, speed-reading, college writing, research, and citation skills.
Author: Michael Wallace McCall
Publisher:
ISBN:
Category : College athletes
Languages : en
Pages : 190
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Book Description
Universities are required by the NCAA to ensure student-athletes make progress towards earning a degree. In 2004, The NCAA created the Academic Progress Rate (APR) metric to assess if universities were facilitating academic success for student-athletes. Athletic programs that fail to meet an APR score of 925 receive a variety of penalties. These penalties not only hurt the athletic program but also tarnish an institution's image. Predicting which student-athletes are at-risk can provide an opportunity for athletic programs to change procedures to reduce risk. Although the NCAA provides information about APR risk, results are calculated based on aggregated data across a variety of institutions ranging from regional colleges to elite private universities. The risk factors provided by the NCAA may not accurately reflect risk within a specific institution. The present study assessed risk factors related to losing APR points for student-athletes attending a Division I institution in a BCS conference. Archival data were collected from the institution and the NCAA for 829 student-athletes receiving athletic scholarships between 2003-2009 school years. Predictor variables included high school GPA, SAT scores, conditions of admission, SES, race/ethnicity, sex, playing time, red shirting, distance from home, and sport risk. Results of the analysis indicate that male and female student-athletes have different risk factors and should be analyzed separately. There is an interesting relationship between high school GPA and SAT scores for minority student-athletes. Finally, a combination of preadmission, social-contextual, and sport variables were associated with student-athletes at-risk for losing APR points.
Author: Dinur Blum
Publisher: Springer Nature
ISBN: 3030613267
Category : Education
Languages : en
Pages : 156
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Book Description
This book challenges existing literature on student-athletes and examines the obstacles student-athletes face with respect to academic achievement in college. Blum includes excerpts from in-depth, semi-structured interviews with US student-athletes, coaches, academic advisors, and learning specialists to provide insights on how student-athletes define success academically, athletically, and professionally. He also identifies the challenges student-athletes face inside and outside of the classroom and how they can be helped in achieving academic success.
Author: Bryce David Young
Publisher:
ISBN:
Category : African American college students
Languages : en
Pages : 498
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Book Description
