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Competing within the National Collegiate Athletic Association (NCAA) involves an inherent risk of injury. For the student-athletes who experience serious injuries, the subsequent difficulties can be hard to navigate. While most research focuses on the athletic identity of recovering student-athletes, little is known about how they are affected within the classroom. This study utilizes qualitative methodology and Wiese-Bjornstal et al.’s integrated model of response to sport injury (1998) to explore this gap in the literature, by looking at how the psychosocial effects of injury are related to student-athletes’ academic responsibilities, as well as the balance between their athletic and academic commitments. / Educational Psychology

The COVID-19 global pandemic caused the cancellation of all sports and disrupted the lives, workout regimens, academic assistance, team social support systems, athletic identity, and mental health of athletes. International student-athletes (ISAs) were a particular population affected and understudied. This study explored the psychological distress level experienced by ISAs during the early stage of the pandemic and examined the effects of self-compassion, resilience, and social support on their distress. Data were collected in April and May 2020 from a larger parent study which included 514 ISAs from all three NCAA Divisions, 74 countries, and 22 different sports. Results suggested ISAs were experiencing similar levels of distress as domestic student-athletes, non-athletes, and other international populations but there was a significant gender difference where ISA women reported significantly higher psychological distress than ISA men. Findings also indicated that self-compassion, resilience, and social support negatively predict psychological distress of ISAs. Although resilience and social support did not moderate the relation between self-compassion and psychological distress when examined separately, a significant interaction effect between resilience and self-compassion on psychological distress (p = .0497) was found when exploring the double moderator model. Specifically, ISAs high in resilience and low in self-compassion were the most distressed. Counseling and preventive interventions to enhance self-compassion, resilience, and social support of ISAs are discussed. Limitations, DEI implications, and future research directions of this study are outlined.

Collegiate athletic programs at National Collegiate Athletic Association (NCAA) Division II institutions in the United States serve a two-fold purpose. They offer aspiring student athletes access to college and opportunities to play competitive college sports. Consequently, student athletes at Division II institutions experience personal and institutional pressures to compete for championships while achieving academic success. Increasing demands on today’s college student athletes’ athletic participation and performance has a multitude of consequences that could influence their academic performance and success in college. Simultaneously, these institutions and athletic programs are also witnessing another phenomenon – a transformation in their student population. Latino college student athlete matriculation continues to increase every year, mirroring their non-student athlete counterparts in higher education. Their increased enrollment on these college campuses necessitates higher education researchers to better understand this understudied population. In furthering that endeavor, this inquiry sought to illuminate an overarching research question: how does a Latino college athlete’s racial identity influence their academic success and athletic performance? Guided by Gloria Anzaldúa’s Theory of Borderlands (Borderlands/La Frontera: The New Mestiza, 2012), this two-part qualitative study invited seven Latino college student athletes’ to examine their racial-ethnic identity, their academic success, and their athletic participation in Division II competitive sports. Through 12 semi-structured open-ended interviews, the researcher examined the intersections between Latino student athletes’ motivation to do well in their respective sport and their motivation to perform well academically. Among the major findings of this study, participants strongly identified themselves as Nepantleras – border crossers who possessed an intrinsic ability to seamlessly cross the world of academics and the world of athletics. Their movement across these dual world realities, in addition to balancing the expectations of their Latino familias y culturas, resulted in the participants rejecting the idea of one or the other (student or athlete) and claiming a singular identity: Soy Estudiante Deportista. Understanding and engaging with Latino college student athletes’ academic and athletic experiences at Division II institutions is vital for college faculty, athletic directors, coaches, student affairs professionals, and institutional administrators invested in their success. This study offers these institutional agents recommendations to best support their student athletes.

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The requirements placed on Olympic and professional athletes in contemporary world sport are such that they need to dedicate themselves more and more to achieving excellence. This immediately implies that most athletes' time is dedicated to developing their sporting career, with very little time left to develop other aspects of their lives outside their sport. The reality facing many elite athletes is that few are sufficiently financially rewarded to allow them to make a living out of their sport, and even fewer can rely on measures in place in their own country to assist with the financial and psychological impacts of their retirement from sport (Stambulova, Stephan, & Japhag, . 2007). This places even more importance on the need for the athlete to either have a 'dual career' or else to prepare for a post-athletic career while still participating in elite sport. However, though policy makers have begun to demonstrate an awareness of these needs, and programmes have been developed to assist in the educational and vocational development of athletes, little effort has been made to identify how athletes perceive the choices which face them and how they negotiate a way through the challenges of developing and maintaining a dual career. To redress this, a life story approach has been adopted during this research study to try to elicit student-athletes' own life experiences and to identify and evaluate the decision-making processes they go through, in order to combine an academic and elite sporting career successfully. The athletes selected for the development of life-stories are drawn from three countries, Finland, France and the UK which reflect different approaches to state intervention in sport/education (Amara, Aquilina, Henry, & Taylor, 2004). Crucial to an evaluation of these national systems is an understanding of what these policy systems are seeking to achieve. This may be expressed in terms of a balance between the roles; rights and responsibilities of the main stakeholders (including the athlete, the university, the Member State and the European Union) which are articulated within the study. This research study therefore seeks to develop an understanding of the perspectives on student-athletes' development in academic and sporting terms, identifying the principal challenges faced and how these may be overcome, and considers the implications of such insights for practitioners and policy makers.

Sports-related concussions are a growing public health concern affecting numerous varsity football student-athletes. This study used the social ecological model to identify intrapersonal, interpersonal, and environmental factors. The purpose of this study is to identify constraints and facilitators in academic and athletic settings for varsity football student-athletes with a sport-related concussion. Twelve current varsity football student-athletes from one institution who suffered a sport-related concussion took part in semi-structured interviews. Data were thematically analyzed. Results indicate that varsity football student-athletes with a sport-related concussion perceived numerous constraining and facilitating social ecological factors in the academic and athletic settings. Intrapersonal constraints revolved around loss of motivation, loss of social identification, stress, anxiety and depression, injury-specific issues (i.e. difficulty thinking clearly, remembering, drowsiness), internal pressure to return, while intrapersonal facilitators included prior experiences of enjoyment in academic and athletic activities, seeing improvements in the recovery process, and not giving up. Interpersonal constraints related to insufficient social support, lack of awareness and guidance on concussion knowledge, external pressure to return, and lack of academic support post-concussion, while interpersonal facilitators included passionate therapy staff, and sport psychologist. Environmental constraints pertained to return-to-play and return-to-learn protocols, while environmental facilitators included having access to concussion-based resources. Findings suggest that there remains a need to address constraining and facilitating factors in the academic and athletic settings for varsity football student-athletes with a sport-related concussion

A common stereotype in our society is that athletes are not as capable of performing well academically as their non-athlete counterparts; they are “dumb jocks”. Do athletes feel that others have lower expectations of them academically? This is important because previous research in education has shown that expectations play a role in academic achievement (for example, Rosenthal and Jacobson’s Pygmalion effect (1968) and self-fulfilling prophecy research). The current study examined student-athletes’ perceptions of this stereotype. Three areas were addressed: athletes’ perceptions of their peers’ awareness that the student is a student-athlete, perceptions of their instructors and peers academic expectations of athletes, and perceptions of their instructors and peers willingness to offer help with coursework because they are athletes. This study not only examined athletes’ perception of how they are treated by their professors and non-athlete students in the academic realm, but also how the athletes view the academic abilities of their athletic peers compared to their own academic abilities. The person/group discrimination discrepancy is a phenomenon indicating that individuals tend to report a higher level of discrimination directed at their group as a whole than at themselves as individual members of that group. This study examined if student-athletes’ report similar feelings about their own academic ability as compared to athletes as a whole. Results of this study indicated that student-athletes perceive professors as having higher academic expectations and being willing to provide academic help because they are athletes. Student-athletes perceived other students as being willing to provide academic help, but having lower academic expectations of athletes. As hypothesized, the personal/group discrimination discrepancy did emerge among student-athletes. Overall, student-athletes assigned the highest grade point average (GPA) to themselves, followed by a lower GPA for teammates, and significantly lower GPAs to university athletes as a whole. Further exploratory analyses were conducted. The exploratory analyses indicated that student-athletes’ perceptions of academic ability for themselves compared to teammates and university athletes as a whole varied by gender, race, and academic scholarship. Results indicated that female athletes and males athletes (excluding football players) perceived themselves as having the highest GPA followed by a decline for teammates and university athletes respectively; however, football players perceived themselves and university athletes obtaining approximately equal GPAs with a significantly lower perceived GPA for teammates. Athletes on academic scholarship assigned the highest GPA to themselves followed by teammates and university athletes, respectively. Finally, African American athletes assigned the lowest GPA to themselves, whereas Caucasian athletes assigned themselves the highest GPA.