Spelling suggestions: "subject:"studentathlete"" "subject:"studentathletes""
21 |
Examining the Academic Success of Student Athletes Participating in the National Association of Intercollegiate AthleticsMoleski, Katie A. January 2021 (has links)
No description available.
|
22 |
Evaluation of a Leadership Development Program’s Impact on Student-Athlete Leadership BehaviorsLynch, Makena Rae 29 December 2020 (has links)
No description available.
|
23 |
Examining Academic Performance of Polynesian Student-Athletes Using the Theory of Planned BehaviorKeung, Sierra Terina 10 July 2014 (has links) (PDF)
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.
|
24 |
The Effects of Social Media Posts on Mental Health in Collegiate AthletesDuritza, Alliya Jordan 02 June 2023 (has links)
No description available.
|
25 |
THE COLLEGE STUDENT-ATHLETE AND ACADEMICS: A STUDY OF THE STUDENT-ATHLETE’S GRADE POINT AVERAGE IN AND OUT OF COMPETITION SEASONHada, Betsy 17 May 2006 (has links)
No description available.
|
26 |
The College Student Athlete and Alcohol: A Study of the Student Athlete Use and Abuse of Alcohol ConsumptionPedersen, Erik J. 26 April 2007 (has links)
No description available.
|
27 |
The International Student-Athlete Transition to College: Identifying Struggles and Suggestions for SupportNewell, Emily Marie 12 September 2016 (has links)
No description available.
|
28 |
Leveling the Playing Field: Student-Athlete Academic Support at Georgetown CollegeSnider, William Jason 11 August 2022 (has links)
No description available.
|
29 |
It's All About Relationships: A Phenomenological Study of Black Collegiate Student AthletesHollis-Johnson, Iaysha A. 15 May 2023 (has links)
No description available.
|
30 |
The certified athletic trainer’s preparedness dealing with psychological issues of the collegiate student-athleteWieczorek, Mary H. January 1900 (has links)
Master of Science / Department of Special Education, Counseling and Student Affairs / Fred Bradley / The purpose of this report is to review available literature that identifies various psychological issues collegiate student-athletes may face and how medical professionals, specifically certified athletic trainers (ATCs), are prepared to manage these psychological issues. Considering ATCs are in constant interaction with student-athletes in comparison to other medical professionals it is crucial that research is being completed to make sure athletic trainers are properly caring for student-athlete and acting quickly and appropriately to psychological issues. This report will review research on psychological aspects encountered by athletic trainers in contact with student-athletes, and; furthermore, the ATCs sense of comfort and competence in working with these issues. Questions may arise such as how well the ATC is able to assess the psychological issues and know when to assist or refer these matters, issues which may include training, competence, expectations, and ethical practice. Finally, the review of the research and literature in this area will lead to suggestions and implications for further research and continued understanding of the ATCs role in the psychological aspects of their work with student athletes.
|
Page generated in 0.1088 seconds