Academic research OLD

LBlues 1 requested this on TBR :


Pub Types:The type of document (e.g., report) or publication medium.
</SPAN>Reports - Research; Numerical/Quantitative Data
Abstract:A brief narrative description of the journal article, document, or resource.
</SPAN>In the California Community Colleges (CCC), students who participate in athletics must be enrolled in a minimum of 12 credit units during the season of participation and must maintain a grade point average (GPA) of at least 2.0. In 1989, a study was conducted to determine whether there were differences in the educational goal achievement of student athletes and a comparison group of non-athletes. The study sample included 924 student athletes who participated in women's volleyball, softball, and basketball and men's basketball, football, and track and field during the 1986-87 academic year. Transcripts of athletes' academic achievement over a 3-year period (1986-87 through 1988-89) were provided by 11 participating community colleges. For comparative purposes, each college also submitted transcripts and demographic data for a sample of 1,034 non-athletes who attempted 12 units in fall 1986 or spring 1987. Study findings included the following: (1) women athletes earned a higher GPA (2.63) than the men (2.45) and completed more units (42.70 compared to 35.50); (2) athletes completed more units (37.3) than the comparison group (33.0), but earned a slightly lower GPA (2.50 versus 2.62); (3) Black male athletes as well as Black male and female comparison group students had lower GPA's than other ethnic groups, although Black and Hispanic athletes had higher GPA's than their comparison group counterparts; and (4) athletes consistently completed fewer transfer units and earned lower GPA's in transfer courses than comparison group students. A discussion of policy implications and directions for further study, data reporting forms, and detailed data tables are included. (PAA)

Academic motivation as a predictor of academic performance for college athletes has been debated in the literature. This study examined the utility of academic and athletic motivation as a key variable in predicting academic performance among 211 college athletes at a Division I institution in the Midwest. After controlling for background characteristics, results revealed that ACT score, ethnicity, and academic motivation were significant in the regression model.


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Academic performance of college athletes, particularly those who compete at Division I institutions, continues to receive a great deal of attention in the literature and media. The most recent graduation rate report published by the National Collegiate Athletic Association (NCAA) indicates that athletes reached an all-time high graduation rate of 60%, compared to 58% for the nonathlete population (NCAA, 2002b). Despite the academic support services that are strongly encouraged and available for student athletes, not all groups of athletes are graduating at the national rate. For example, White basketball players graduated at a rate of 53%, but Black basketball players graduated at a rate of 35%. White football players' graduation rate was 62% and Black football players experienced a 45% graduation rate.
Poor graduation rates and academic performance associated with various groups of student athletes warrant investigation that goes beyond merely examining the influence of traditional variables (e.g., high school grade point average [GPA] and standardized test scores) on college GPA and graduation rates. Specifically, research on the academic performance of college athletes should focus on factors related to academic success while students are in college, such as social integration and motivation to succeed in college. Therefore, this study examined the influence of academic and athletic motivation on academic performance after controlling for precollege characteristics.
Much has been written on predictors of academic achievement for student athletes (Carodine, Murphey, Orbach, Rulka, Frehlich, & Barba, 1999; Sedlacek & AdamsGaston, 1992; Sowa, Thomson, & Bennett, 1989; Young & Sowa, 1992),. The most common predictors of academic performance have traditionally been high school GPA and rank, standardized test scores, and parental education (Ervin, Saunders, Gillis, & Hogrebe, 1985; Purdy, Eitzen, & Hufnagel, 1985). Studies support that the use and influence of background variables vary for different racial/ethnic groups. For example, Sellers (1992) found that high school GPA and mother's occupation were the only significant predictors of college GPA for Black athletes who participated in revenue sports (i.e., football and men's basketball) at NCAA institutions. For White athletes, high school GPA, socioeconomic status, and Scholastic Aptitude Test (SAT) scores were significant in predicting college GPA. Other studies support that high school GPA is one of the best predictors of academic performance for Black athletes (Young & Sowa, 1992).
There is also growing evidence supporting the use of noncognitive factors in addition to traditional precollege measures to predict academic performance at the collegiate level for all college students, but particularly for minority students. Tracey and Sedlacek (1985) supported the use of noncognitive variables by studying the relationship between seven noncognitive variables and academic performance for minority students. The seven noncognitive variables assessed through the Non-Cognitive Questionnaire (NCQ) and reported to be related to academic success are: (a) positive self-concept, (b) realistic self-appraisal, (c) understanding and dealing with racism, (d) setting long-term goals, (e) strong support system, (f) leadership experiences, and (g) community service experience. Further, when SAT scores were combined with noncognitive variables, predictions of success were more accurate. Non-cognitive variables accurately predict academic performance across 4 years, whereas standardized test scores are only predictive of the first year of college performance.
The use of noncognitive variables has also been expanded to include student athletes (Sedlacek & Adams-Gaston, 1992; Snyder, 1996; Young & Sowa, 1992). In a study of freshmen athletes, Sedlacek and Adams-Gaston found noncognitive variables, particularly self-concept, self-appraisal, support systems, and community service, to be better predictors of academic performance in the first year of college than SAT scores. The findings suggest that SAT scores not be used solely to predict initial academic performance. The influence of noncognitive variables has also been studied for female and minority athletes. Petric and Stoever (1997) studied the effects of stress, social support, competitive anxiety, and SAT scores on academic performance for a sample of female athletes. The results suggest that SAT scores were more influential in predicting academic performance for freshmen than upperclassmen. Additionally, social support was significant in the model for freshmen female athletes. In an earlier study of Black athletes, Young and Sowa found high school GPA to be predictive of academic performance for Black athletes, along with several noncognitive variables such as goal setting, understanding racism, and community service.

 

ERMS

Hey this article that Guru posted for me was to hopefully help answer your questions (ERMS) about academics and athletes. Thanks GURU, I am an unsavy computer guy!

 

Guru and Lblues, I neglected to say thanks for providing this info. My son is doing a research project and had ask about a starting point for data. I have always thought knowing where to go for answers is as important as the answer. So.......I guess it's clear TBR is the place to go!!

Thanks again!!