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
| Identifer | oai:union.ndltd.org:TEMPLE/oai:scholarshare.temple.edu:20.500.12613/3224 |
| Date | January 2017 |
| Creators | Maher, Bernadette Marie |
| Contributors | Farley, Frank, DuCette, Joseph P., Brooks, Wanda M., 1969-, Gross, Steven Jay |
| Publisher | Temple University. Libraries |
| Source Sets | Temple University |
| Language | English |
| Detected Language | English |
| Type | Thesis/Dissertation, Text |
| Format | 164 pages |
| Rights | IN COPYRIGHT- This Rights Statement can be used for an Item that is in copyright. Using this statement implies that the organization making this Item available has determined that the Item is in copyright and either is the rights-holder, has obtained permission from the rights-holder(s) to make their Work(s) available, or makes the Item available under an exception or limitation to copyright (including Fair Use) that entitles it to make the Item available., http://rightsstatements.org/vocab/InC/1.0/ |
| Relation | http://dx.doi.org/10.34944/dspace/3206, Theses and Dissertations |
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