Morehead State University
An Examination of Behavioral Data as Indicators of Student-Athletes’ Academic Success
Institution
Morehead State University
Faculty Advisor/ Mentor
Steve Chen; William Salazar; Steve Middleton
Abstract
Due to the over-emphasis on the role of student-athletes’ on college campuses (Thompson, 2008; Wieberg, 2008), the researchers collected a series of behavioral data to analyze athletes’ daily routine based on the research concept of past studies (Becker, 1965; Csikszentmihaly & Larson, 1994; Lee, Park, & Shin, 2007). 186 student-athletes (125 males and 61 females) of a Kentucky regional university (a NCAA Division-I affiliated institution) completed the 11-item daily life behavioral survey from early September to mid-October, 2011. The results indicated that the participants spent a daily average of six hours studying and attending classes and four hours in athletic practices and competitions. The participants’ time spent in leisure and social activities also varied significantly based on their gender identification, racial background, grade level, and participatory sport. Participants’ academic performance (grade point average) was found to be positively correlated (p < .01; Pearson r = .497) with the time spent in attending classes and studying, and negatively correlated with the time spent in competition and practice and leisure activities (p < .01; Pearson r = -.357). In conclusion, the sample group of this study did not engaged in a high number of hours in athletic related activities as other reports suggested. Nevertheless, the need to ensure that student-athletes balance their academic and athletic life was indicated by the results. The researchers provide further discussion and practical suggestions on how to deal with the issue of student-athletes balancing their time between studying and athletic demands.
An Examination of Behavioral Data as Indicators of Student-Athletes’ Academic Success
Due to the over-emphasis on the role of student-athletes’ on college campuses (Thompson, 2008; Wieberg, 2008), the researchers collected a series of behavioral data to analyze athletes’ daily routine based on the research concept of past studies (Becker, 1965; Csikszentmihaly & Larson, 1994; Lee, Park, & Shin, 2007). 186 student-athletes (125 males and 61 females) of a Kentucky regional university (a NCAA Division-I affiliated institution) completed the 11-item daily life behavioral survey from early September to mid-October, 2011. The results indicated that the participants spent a daily average of six hours studying and attending classes and four hours in athletic practices and competitions. The participants’ time spent in leisure and social activities also varied significantly based on their gender identification, racial background, grade level, and participatory sport. Participants’ academic performance (grade point average) was found to be positively correlated (p < .01; Pearson r = .497) with the time spent in attending classes and studying, and negatively correlated with the time spent in competition and practice and leisure activities (p < .01; Pearson r = -.357). In conclusion, the sample group of this study did not engaged in a high number of hours in athletic related activities as other reports suggested. Nevertheless, the need to ensure that student-athletes balance their academic and athletic life was indicated by the results. The researchers provide further discussion and practical suggestions on how to deal with the issue of student-athletes balancing their time between studying and athletic demands.