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This study used Ajzen's (1991) Theory of Planned Behavior (TPB) to explore Polynesian student-athletes' motivation to improve academic performance (AP), while participating in Division I (D1) college football. Specifically, this study examined how attitude, subjective norms and perceived behavioral control influence motivation to achieve a higher GPA. Furthermore, ethnic identity, family obligation and cultural values were examined as potential contributors to subjective norms. The sample consisted of 70 Polynesian football student-athletes at 10 U.S. D1 universities. A modified TPB questionnaire was used to assess the TPB variables (attitude, subjective norms, and perceived behavioral control) as contributors to Polynesian football student-athletes academic, athletic, and career motivation toward achieving a higher GPA. A factor analysis indicated family obligation and cultural values were contributors to subjective norm. Further, a stepwise regression analysis indicated subjective norm was a consistent predictor of academic, athletic, and career motivation. Positive relationships were also found between perceived behavioral control and athletic motivation, as well as, attitude and academic motivation. Although AP was not predicted in this study, findings highlight the impact of Polynesian football student-athletes perceived social pressure from family and culture on their academic, athletic, and career motivations. Findings provide implications for advisors, administrators, and scholars.

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The purpose of this qualitative, case study research project is to explore international student-athletes’ experiences at U.S. higher education institutions, probing how well nonimmigrant visa holders are prepared for postgraduate success through their college experiences. Six collaborators engaged in photo elicitation interviews to provide insight into how they have navigated their international student identity and student-athlete identity. Collaborators each shared 10-15 media files representative of their experiences, and then they engaged in 90-minute interviews to talk about what their selections meant to them and why they were significant. The frameworks of agency, self-authorship, and voice were used to gauge how the international student-athlete experience fostered collaborators’ journeys from external influence to internal meaning-making and equipped them to become leaders in their global societies. This project offers considerations and strategies for college athletics staff and international services staff to better support the international student-athletes on their campuses.

The data surrounding barriers to student-athletes seeking mental health care are limited, but show that stigma is one of the most frequently reported barriers. Further, the effect of sharing demographic identities (i.e., race, gender) between a student-athlete and their mental health treatment provider has not been fully explored. The purpose of this study was to determine the frequency of reported barriers and facilitators to mental health as well as the importance of sport psychologist characteristics as a facilitator of mental health treatment. Participants consisted of student athletes from an NCAA Division I university, representing 11 sports. A series of two-way, repeated measures ANOVA analyses were conducted to determine within-subjects differences in overall reporting of barriers and facilitators, as well as between groups differences in race and gender. Significant differences were found in the rating of barriers and facilitators. Female student-athletes rated sharing a gender identity with their mental health treatment provider as more important than did male student-athletes. The findings of the study may aid athletic departments in developing targeted interventions to lower barriers and increase use of mental health resources to promote psychological well-being among student-athletes.

Current research on Canadian university sports reveals that student-athletes experience higher psychological distress and are at greater risk for mental health issues than their peers in the general student body. Despite these findings, there is a notable lack of research focused on the mental health of Canadian student-athletes. This thesis builds on Canadian literature by exploring prominent topics and themes seen in American literature. The topics covered include stressors affecting student-athlete mental health, obstacles to accessing mental health care, and available treatment options. These themes are examined through three research papers structured as a sandwich dissertation. The first paper identifies the stressors affecting the mental health of Canadian student-athletes through a narrative approach. The findings report similar stressors identified in the existing literature, with participants identifying the pressures to perform and injury as significant mental health stressors. An additional stressor of maintaining academic success was identified as a mental health stressor that may be distinct from the American literature. The second paper explores the deterrents faced by Canadian university athletes regarding mental health care. Participants highlighted several barriers to mental health treatment for student-athletes, such as cultural and internalized stigma, along with insufficient availability and inconsistency of mental health services tailored for them. The third paper sought the opinions of the research participants to identify the institutional changes necessary to improve student-athlete mental health care. Participants underscored the critical necessity of athlete-specific mental health care provided by practitioners proficient in athletes' distinctive experiences. Additionally, they advocated for implementing mandatory mental health education for athletes and coaches. The findings across the three papers provide contextually valuable data on Canadian student-athletes that can encourage the review of existing mental health policies and treatment options so that we can increase the chances of helping such that mental health issues are less catastrophic. / Thesis / Doctor of Philosophy (PhD) / This thesis focuses on the mental health of student-athletes in Canadian universities. The research is organized into three papers to establish a foundational understanding of mental health issues in the student-athlete population. The first paper explores the mental health stressors associated with university sports as a Canadian athlete; this extends to issues surrounding academics and athletics. The second paper investigates the barriers to mental health care for student-athletes in Canadian universities to understand the cultural and social deterrents to help-seeking in the athletic context. The third paper uses the opinions of the research participants to outline an imagined future for mental health care in the student-athlete context. This includes the suggested institutional changes highlighted by student-athletes and potential future treatment options. These findings, collectively, help to illuminate the Canadian context and the next steps for improving mental health care for Canadian student-athletes.

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