The Effects of Stress on USCAA Student-Athlete Academics and Sport Enjoyment

Autor/inn/en	Karagiorgakis, Aris; Blaker, Emily
Titel	The Effects of Stress on USCAA Student-Athlete Academics and Sport Enjoyment
Quelle	In: College Student Journal, 55 (2021) 4, S.429-439 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0146-3934
Schlagwörter	Stress Variables; College Athletics; Student Athletes; Academic Achievement; Grade Point Average + Suchen Sie Ihr Suchwort? College athletes; Collegesport; Hochschulsport; Schulleistung
Abstract	Almost all we know about student-athletes and their college experience comes from research on NCAA student athletes. However, there is a sizable portion of student-athletes competing at non-NCAA collegiate levels that we know very little about. Additionally, few studies have looked at how certain stressors relate to sport enjoyment, and none have examined whether sport enjoyment moderates the relationship between stress and academic performance. The current study investigated the relationship between stress and academic performance among United States Collegiate Athletic Association student-athletes and their non-athlete peers. A total of 96 students (48 student-athletes and 48 non-athletes) received a survey measuring stress and academic engagement; student athletes received an additional instrument measuring enjoyment of sport. As predicted, student-athletes scored significantly lower on GPA and those who scored higher on stress scored lower on sport enjoyment. However, student-athletes reported significantly lower stress-levels than their non-athlete peers. Regression analyses found that sport enjoyment did not moderate the relationship between stress and GPA. Overall, student-athletes differed enough from traditional students to suggest that they may be a unique population, and that findings from NCAA student-athletes may generalize to lower-tiered collegiate athletes, but more research involving direct comparisons may be needed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01