Motivational, Identity-Based, and Self-Regulatory Factors Associated with Academic Achievement of US Collegiate Student-Athletes: A Meta-Analytic Investigation

Autor/inn/en	García, Agustín J.; Fong, Carlton J.; Regalado, Yvette M.
Titel	Motivational, Identity-Based, and Self-Regulatory Factors Associated with Academic Achievement of US Collegiate Student-Athletes: A Meta-Analytic Investigation
Quelle	In: Educational Psychology Review, 35 (2023) 1, Artikel 14Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (García, Agustín J.) ORCID (Fong, Carlton J.) ORCID (Regalado, Yvette M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-726X
DOI	10.1007/s10648-023-09730-8
Schlagwörter	Student Athletes; College Students; College Athletics; Student Motivation; Correlation; Identification; Role; Self Management; Grade Point Average; Academic Achievement + Suchen Sie Ihr Suchwort? Collegestudent; College athletes; Collegesport; Hochschulsport; Schulische Motivation; Korrelation; Identifikation; Identifizierung; Rollen; Selbstmanagement; Schulleistung
Abstract	In the USA, over 600,000 student-athletes participate in nationally organized intercollegiate sports and occupy socially prominent spaces on college campuses. Although their athletic accomplishments often garner much attention, there is growing interest in collegiate student-athletes' academic achievement and its precursors. One set of factors that have been extensively examined in the literature as antecedents to academic performance are motivational, identity-based, and self-regulatory variables. Based on 73 studies using 79 unique samples of US collegiate student-athletes (N = 43,617), our meta-analytic findings indicated several factors were positive correlates (academic identity, academic motivation, role negotiation, and self-regulation) and negative correlates (athletic identity and athletic motivation) to grade point averages. Sample and sport characteristics moderated some of these relationships. We discuss implications for educational practice and future directions when considering how to best support student-athletes and to conduct research in this area. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01