"Eagles Don't Fly with Sparrows": Self-Determination Theory, African American Male Scholar-Athletes and Peer Group Influences on Motivation

Autor/inn/en	Harrison, Carlton Keith; Martin, Brandon E.; Fuller, Rhema
Titel	"Eagles Don't Fly with Sparrows": Self-Determination Theory, African American Male Scholar-Athletes and Peer Group Influences on Motivation
Quelle	In: Journal of Negro Education, 84 (2015) 1, S.80-93 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2984
DOI	10.7709/jnegroeducation.84.1.0080
Schlagwörter	Self Determination; Theories; Males; Peer Groups; Influences; Academic Achievement; Student Athletes; College Athletics; Motivation; Team Sports; Undergraduate Students; African American Students; Intercollegiate Cooperation + Suchen Sie Ihr Suchwort? Selbstbestimmung; Theory; Theorie; Male; Männliches Geschlecht; Gleichaltrigengruppe; Peer Group; Influence; Einfluss; Einflussfaktor; Schulleistung; College athletes; Collegesport; Hochschulsport; psychologische; Motivation (psychologisch); Mannschaftssport; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hochschulkooperation
Abstract	The purpose of this study was to explore participants' academic experiences, their academic motivation and the role of peers on their academic achievement. Participants (N = 27) were comprised of high-achieving African American male student-athletes from four academically rigorous American universities on the West Coast. A majority of the participants competed in revenue-generating sports and were interviewed to obtain a deeper understanding of their academic motivations. Using a phenomenological approach, five major themes emerged: (a) "My Teammates Have a Flawed View of Success," (b) "That's When I Lost Confidence," (c) "Don't Believe the Hype," (d) "I Wouldn't Let Bad Associations Affect My Level of Success," and (e) "I Had to Take Control of My College Experience." Self-Determination Theory (SDT) is examined in relation to the findings. Recommendations for practitioners and scholars working with African American male student-athletes are also expressed. (As Provided).
Anmerkungen	Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: journalnegroed@gmail.com; Web site: http://www.journalnegroed.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01