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Author: Tiffany Ann White
Publisher:
ISBN:
Category : Athletes
Languages : en
Pages : 88
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Author: Tiffany Ann White
Publisher:
ISBN:
Category : Athletes
Languages : en
Pages : 88
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Book Description
Author: Michael McHugh
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 43
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Book Description
Negative attitudes regarding a student-athlete's academic ability exist in the collegiate environment in the form of the "dumb jock" stereotype (Baucom & Lantz, 2001; Bosworth, Fujita, Jensen, & Simons, 2007; Sailes, 1993; McHugh Engstrom & Sedlacek, 1991). These attitudes and stereotypical images hinder a student-athlete's academic achievement (Chomitz, Dawson, Slining, McGowan, & Mitchelll, 2009; Aries, Benaji, McCarthy, & Salovey, 2004; Morphew, Toma, & Wolf-Wendel, 2001). The author conducted a study at a public, NCAA Division II university whose student-athletes had a proven and publicized history of academic success. The study examined if perceptions of collegiate student-athletes were congruent with those negative feelings towards the group identified in the research. The setting was selected because of the university's unique history of proven levels of academic success within the student-athlete population. Results found that a positive perception felt by the student-athletes from the campus community was congruent with the high level of student athletes' academic achievement.
Author: William Sedlacek
Publisher: Taylor & Francis
ISBN: 1000981282
Category : Education
Languages : en
Pages : 264
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Book Description
Co-published in association with Big Picture Learning.Measuring Noncognitive Variables: Improving Admissions, Success, and Retention for Underrepresented Students is written for admissions professionals, counselors, faculty and advisers who admit, teach, or work with students during the admissions process and post-enrollment period. It brings together theory, research and practice related to noncognitive variables in a practical way by using assessment methods provided at no cost. Noncognitive variables have been shown to correlate with the academic success of students of all races, cultures, and backgrounds. Noncognitive variables include personal and social dimensions, adjustment, motivation, and student perceptions, rather than the traditional verbal and quantitative areas (often called cognitive) typically measured by standardized tests.Key Features include:* Models that raise concepts related to innovation, diversity and racism in proactive ways* Examples of admission and post-enrollment applications that show how schools and programs can use noncognitive variables in a variety of ways * Additional examples from foundations, professional associations, and K-12 programs* An overview of the limitations of traditional assessment methods such as admission tests, grades, and courses takenEducation professionals involved in the admissions process will find this guide effectively informs their practice. This guide is also appropriate as a textbook in a range of courses offered in Higher Education and Student Affairs Masters and PhD programs.
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages :
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The current study examined the self-perceptions of African American male student-athletes in regards to academic abilities, athletic role, and ethnicity. More specifically, this investigation explored how academic self-concept, athletic identity, and racial identity are related to the academic performance of 101 African American male student-athletes. In addition, differences in institutional affiliation (i.e., Historically Black University and Predominantly White University) and academic level (i.e., underclassmen and upperclassmen) were examined. The participants were administered four instruments: (a) the Academic Self-Concept (ASCS), (b) the Athletic Identity Measurement Scale (AIMS), (c) the Multidimensional Inventory of Black Identity (MIBI), and (d) the Student-Athlete Questionnaire. Results of this investigation revealed that African American male student-athletes with higher levels of athletic identity had more confidence about their academic abilities and had significantly higher cumulative grade point averages. The more African American male student-athletes identified strongly and exclusively with the athlete role the less likely they were to commitment to an ideology that emphasizes commonalities of all human beings (i.e., humanist). In addition, African American male student-athletes who had higher academic self-concept scores had significantly higher cumulative grade point averages. As for Racial Ideology, African American male student-athletes attending the Predominantly White University reported significantly higher Assimilation, Humanist, Oppressed Minority, and Nationalist subscale scores. Finally, the results for athletic identity showed a three-way interaction among university affiliation, academic level, and sport participation. Given the unique educational experience of African American male student-athletes, it is imperative for academic advisors and other counseling professionals to apply the information obtained from this study to developin.
Author: Kristen M. Caputo
Publisher:
ISBN:
Category :
Languages : en
Pages : 240
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Author: Michelle L. Mahoney
Publisher:
ISBN: 9781124993447
Category : College athletes
Languages : en
Pages : 422
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Student-athletes' academic and athletic roles both require commitment, time, energy, and effort. Managing and balancing these multiple roles not only impacts student-athletes' use of time, but also their overall college experience. The purpose of this study was to explore how collegiate student-athletes perceive their academic and athletic roles. This study gives voice to student-athletes' perceptions of their multiple roles, provides insight on how they navigate these roles, and examines the intersections between athletic role, academic motivation, choice of major, and career decision-making processes. Qualitative interviews were conducted employing the constant comparative analytic method as a means to gain a meaningful understanding of how student-athletes perceive and experience their multiple roles. The study sample contained 18 (eight female and 10 male) student-athletes at Sunny Hills University (shu), a large 4-year public university in Southern California. A purposeful sample technique was employed resulting in participants being either sophomore, junior, or seniors on the following shu teams: Baseball, Men's Basketball, Women's Basketball, Men's Golf, Women's Golf, Men's Outdoor Track, and Women's Outdoor Track. Five overarching themes emerged from the data regarding how student-athletes perceive their academic and athletic roles: (1) Two interconnected roles; (2) Part of an elite group; (3) Athletic role is more reinforced than academic role; (4) Sensitivity to stereotypes; and (5) Career decisions: a backseat to athletics. Implications for developing a theoretical or conceptual understanding of how Role Theory and in particular role conflict, affects student-athlete and how participants' viewed their academic and athletic roles as interconnected are also highlighted. Recommendations are provided for the ncaa, academic counselors, Athletic Departments, coaches, and faculty members with the goal of encouraging these different constituencies to understand areas where their behaviors could change in order to assist student-athletes with managing the multiple responsibilities, demands, and expectations of their role. [The dissertation citations contained here are published with the permission of ProQuest llc. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.].
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages : 148
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Book Description
Research indicates that community college student-athletes need to study and compete at institutions that offer programs that align with student-athletes' talents and needs. A lack of such alignment has been associated with negative outcomes for student-athletes as well as institutions (Lawrence, Mullin, & Horton, 2009). This goal of this program evaluation of the Athletic Academic Support Office (AASO) at County College was to furnish findings that would enable the AASO to operate in the most efficient manner possible, given available resources. This study employed three investigative strategies. First, a discrepancy analysis (Fox, 2011) was conducted to compare the current AASO structure and function to a set of nationally prescribed standards. Next, a series of interviews with stakeholders was conducted to assess their perceptions of the AASO and its ability to meet the needs of County College's student-athletes. The third strategy involved an examination of the statistical association between three sets of variables; (1) student-athlete characteristics, (2) their responses to a survey designed to assess the adequacy and quality of the support they and (3) indicators of their academic success, including; GPA, retention rate, units attempted and units completed. The findings of this study included recommended resources and experiences needed to ensure success among student-athletes of diverse backgrounds at County College. Findings included recommended strategies to effectively meet the needs of student-athletes prior to entering universities. Data collection tools and analysis methods employed in this study may be implemented by the AASO to monitor its progress towards meeting recommended and prescribed national standards.
Author: Coleman Childers
Publisher:
ISBN: 9781088365106
Category :
Languages : en
Pages : 102
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Book Description
The majority of research in developmental sport psychology has targeted the youth and adolescent age groups (aged five to 18) and has tended to avoid athletes in organized and highly competitive environment such as major college athletics. The transition from high school to college brings many challenges. Academically and socially, students encounter increased course rigor, decreased in-class time, and adjustment to new social groups. Additionally, student-athletes encounter scrutiny from the public, extensive time commitments, changing social dynamics, and physical and mental demands as they combine athletic and academic pursuits. This on-going study explores student-athletes' perspectives of the developmental transition from youth sport to collegiate sport; specifically looking at the influential experiences that student-athletes believe to have experienced and the development and transfer of psychological skills, leadership skills, and life skills from one level to the next in light of these experiences. An interpretivist, narrative approach was used to understand experiences and perceptions of student-athletes who recently completed their first year in college. Thirteen student-athletes participated in interviews that involved pictorializing a developmental timeline and responding to questions from a semi-structured interview guide. Narrative thematic analysis revealed categories, themes, and sub-themes across student-athletes from various sports. This study suggests that individuals that transition from youth sport to college sport are becoming culturally constructed "emerging-adult student-athletes", are prone to unique forms of environmental adversity due to their status as a student-athlete and are consistently faced with rapidly changing social dynamics. In light of this, student-athletes believed to have developed and/or strengthened important psychological and life skills due to their unique transition from youth sport to college sport. This study provides evidence that student-athletes emerging into adulthood within an athletic context experience especially challenging circumstance. Furthermore, most influential developmental transitions involved adversity. Additionally, student-athletes sought external resources and support in addition to implicitly developing psychological and life skills. The findings of this study will be able to provide insight to produce educational resources that can cultivate a smoother transition in to collegiate sports for not only the student-athletes, but parents, coaches, and support staff as well.
Author: J. Engelstoft
Publisher:
ISBN:
Category :
Languages : en
Pages : 256
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Author: Christina A. Rivera
Publisher:
ISBN:
Category : College athletes
Languages : en
Pages :
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Abstract: The purpose of this study was to identify the key factors student-athletes perceived to be important in their decision-making to stay in school. To accomplish this purpose, it was necessary to: 1) construct a conceptual model of student-athlete retention based upon the literature associated with traditional student retention and the college student-athlete experience, 2) utilize the conceptual model of student-athlete retention to guide the creation of an instrument that captures student-athlete perceptions of factors important to the retention process, and 3) use exploratory factor analysis to extract meaningful factors underlying the items of the instrument. Participants in this study consisted of 330 NCAA Division I student-athletes attending a large west coast university. Using the Understanding College Student-Athlete Retention Questionnaire developed for this study, data were collected in person during a team meeting for each participating sport. A total of 42 items, one question regarding intent to leave, and 17 demographic questions were included in the questionnaire. The Likert-scaled items were measured on a six-point scale ranging from Not Important (1) to Very Important (6) with the Importance scale referring to how important each statement is to the participant's decision to stay in school. Principal components analysis with VARIMAX rotation extracted a four-factor model. Cronbach's alpha and split-half (Spearman-Brown) reliability coefficients were calculated for the instrument and for each extracted factor. The questionnaire had a reliability coefficient of .930, whereas each factor had a reliability coefficient greater than or equal to .784. Forty-one of the 42 items included in the questionnaire loaded onto one of four factors: Quality of Academic Experience, Quality of Athletic Experience, In-Network Support, and Out-Of-Network Support. These four factors reflect what student-athletes perceived to be important to the student-athlete retention process. Factor scores were also calculated for each factor based on intent to leave. Results indicated that respondents who did not have intentions of leaving school early placed a significantly higher level of importance on the Quality of Academic Experience, whereas respondents who did have intentions of leaving school early placed a significantly higher level of importance on the Quality of Athletic Experience.
