The Relationship Between the Degree of Role Conflict Experienced by Intercollegiate, Male, Student-athletes and Their Academic and Athletic Performance PDF Download
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Author: Craig C. White
Publisher:
ISBN:
Category :
Languages : en
Pages : 630
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Author: Craig C. White
Publisher:
ISBN:
Category :
Languages : en
Pages : 630
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Author: Thomas Andrew Perrin
Publisher:
ISBN:
Category : Athletes
Languages : en
Pages : 554
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Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 580
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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: Patricia A. Adler
Publisher: Columbia University Press
ISBN: 9780231073073
Category : Social Science
Languages : en
Pages : 288
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College basketball experienced its greatest rise in popularity during the eighties, becoming one of the most commercially successful spectator sports in America. With this rise came an era of scandal: recruiting violations, spurious admittance practices, and controversial treatment of student athletes. Within this guarded context of scrutiny, allegations of improprieties, and media celebrity, Patricia and Peter Adler penetrated the public front of a top twenty basketball team. The result of their efforts, Backboards and Blackboards: College Athletes and Role Engulfment, is a compelling inside account of an exciting, intimidating, and glamorous hidden arena.
Author: Susan L. Freeman
Publisher:
ISBN:
Category :
Languages : en
Pages :
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ABSTRACT: Intercollegiate athletics at major universities provide a variety of opportunities and challenges for student-athletes who choose to participate. This qualitative project studies the quality of interactions in the sport, the social, and the academic experiences for freshman football and male soccer student-athletes and their adjustment to college. The five research questions under review were as follows: Is there a relationship between the quality of the sport experience and adjustment to college as reported by freshman football and male soccer student-athletes attending a NCAA Division I-A institution? Is there a relationship between the quality of the social experience and adjustment to college as reported by freshman football and male soccer student-athletes attending a NCAA Division I-A institution? Is there a relationship between the quality of the academic experience and adjustment to college as reported by freshman football and male soccer student-athletes attending a NCAA Division I-A institution? Are there relationships between any two of the three experiences (sport, social, and academic) that affect adjustment to college as reported by freshman football and male soccer student-athletes attending a NCAA Division I-A institution? Does the adjustment to college relate to interactions among all three experiences in any comprehensive way as reported by freshman football and male soccer student-athletes attending a NCAA Division I-A institution? The purpose of the study was to hear in the student-athletes' authentic voices their descriptions of the quality of the sport, the social and the academic endeavors and how those interactions impacted their adjustment to college. The results imply that the freshman football and male soccer student-athletes, while enduring some challenges, find ways to adjust to college as both students and as athletes. Several themes were ascertained in relation to each of the three areas under review. While the student-athletes expressed feelings indicating that their collegiate experiences were different from the experiences of students not participating in intercollegiate athletics, the majority of them revealed a high level of comfort in their college environment. They all felt attached to the university, and they all planned to return for their sophomore year.
Author: Matthew Frank Kerch
Publisher:
ISBN:
Category :
Languages : en
Pages : 576
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This study focuses on Division II male intercollegiate student athletes. Student athletes are under the constant scrutiny of many critics both on and off the field or arena of athletic competition. Student athletes' hectic athletic schedules and academic coursework leave them with little down time. This study assesses student athletes and their participation and engagement in high-risk behaviors pertaining to alcohol use, drug use, and sexual behavior. It also explores the presence of optimism bias within these athletes. Student athletes take the same courses and course load as non-athlete students and still have to manage their time to include practice, games, and road trips. Student athletes are expected to participate in many of the same academic activities as non-athlete students, while fulfilling their commitment to their respective athletic program. Through examination and comparison of these athletes and their behaviors, this study reveals how much and to what degree today's Division II male collegiate athletic teams are engaging in various risk-taking behaviors. This study examines and focuses on the risk-taking behaviors of Division II male intercollegiate student athletes in a specific conference. In order to gain insight into the specific risk-taking behaviors of student athletes among multiple perspectives additional demographic information collection and analysis occurred. Data collection aimed to answer why student athletes take these risks, identify factors that influence decision-making, and focus on which groups engage in the most risk-taking behaviors. Variables focused on team versus individual sport affiliation, the amount of time affiliated with the athletic program, team leadership roles, ages of student athletes, academic class, and scholarship level. This study attempted to find a relationship between participation in intercollegiate athletics and risk-taking behaviors, as well as, identifying specific risk-taking behaviors and factors that are statistically significant.
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: William Sedlacek
Publisher: Taylor & Francis
ISBN: 1000981282
Category : Education
Languages : en
Pages : 264
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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: Allison M. Rosset
Publisher:
ISBN:
Category :
Languages : en
Pages : 58
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