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Strong athlete identity and satisfaction with being an athlete are linked to better performance. This is because student-athletes are more motivated and feel a sense of belonging. However, research on how these factors connect with details like gender or competition level in student-athletes, especially in Kenya, is lacking. Using an analytical cross-sectional design and the Athletic Identity Measurement Scale-Plus (AIMS-Plus) and Athlete Satisfaction Questionnaire (ASQ), this study examined the relationship between athlete identity and satisfaction among university student-athletes in relation to gender, year of study, and level of competition. A total of 309 (52.4% males and 47.6% females) Kenyan university student-athletes participated in the study. Results revealed females had a slightly stronger athlete identity (4.00 ± 0.478) than male student-athletes (3.93 ± 0.503), but there was no significant correlation between gender and athlete identity. Similarly, females had higher athlete satisfaction (4.24 ± 0.443) than male student-athletes (4.09 ± 0.576), and the relationship between gender and athlete satisfaction was statistically significant (p =.017). Investigated demographic characteristics only explained (3.5%) variance in student-athlete identity (R2 adjusted =.035, F (4, 263) = 3.391, p =.010) and (3.2%) in athlete satisfaction (R2 adjusted =.032, F(4,263) = 3.210, p =.013). The study concluded that universities should provide enhanced training facilities, regular competition opportunities, and a supportive environment for athletes in low-level competitions. Future research could address athlete identity beyond demographics such as coach leadership, education goals, team task contribution, and variables that provide a more comprehensive understanding of athletic identity and satisfaction.
Strong athlete identity and satisfaction with being an athlete are linked to better performance. This is because student-athletes are more motivated and feel a sense of belonging. However, research on how these factors connect with details like gender or competition level in student-athletes, especially in Kenya, is lacking. Using an analytical cross-sectional design and the Athletic Identity Measurement Scale-Plus (AIMS-Plus) and Athlete Satisfaction Questionnaire (ASQ), this study examined the relationship between athlete identity and satisfaction among university student-athletes in relation to gender, year of study, and level of competition. A total of 309 (52.4% males and 47.6% females) Kenyan university student-athletes participated in the study. Results revealed females had a slightly stronger athlete identity (4.00 ± 0.478) than male student-athletes (3.93 ± 0.503), but there was no significant correlation between gender and athlete identity. Similarly, females had higher athlete satisfaction (4.24 ± 0.443) than male student-athletes (4.09 ± 0.576), and the relationship between gender and athlete satisfaction was statistically significant (p =.017). Investigated demographic characteristics only explained (3.5%) variance in student-athlete identity (R2 adjusted =.035, F (4, 263) = 3.391, p =.010) and (3.2%) in athlete satisfaction (R2 adjusted =.032, F(4,263) = 3.210, p =.013). The study concluded that universities should provide enhanced training facilities, regular competition opportunities, and a supportive environment for athletes in low-level competitions. Future research could address athlete identity beyond demographics such as coach leadership, education goals, team task contribution, and variables that provide a more comprehensive understanding of athletic identity and satisfaction.
Bu araştırmanın amacı; elit sporcuların sporcu kimliklerinin sportmenlik davranışları ile ilişkisinin incelenmesidir. Araştırmaya 115 kadın,135 erkek toplamda 250 gönüllü profesyonel sporcu katılmıştır. Araştırmada veri toplama aracı olarak anket kullanılmıştır. Kullanılan anket Sporcu Kimliği Ölçeği, Sportmenlik Davranışı Ölçeği ile kişisel bilgi formu şeklinde üç bölümden oluşmaktadır. Elde edilen veriler SPSS paket programıyla analiz edilmiştir. Tanımlayıcı istatistiklerin yanı sıra; Pearson Momentler Correlation testi ve regresyon analizi uygulanmıştır. Sonuç olarak; elit sporcuların sporcu kimlikleri ile sportmenlik davranışları arasında ilişki bulunmuştur. Nitekim sporcuların sportmenlik davranışının artmasıyla olumsuz duyuşsallık azalış göstermektedir. Aynı zamanda sporcu kimliğinin bir diğer alt boyutu olan sosyal kimlik artış göstermektedir. Aynı zamanda sporcu kimliğinin sportmenlik davranışını yordadığı ve toplam varyansın %28’ini açıkladığı belirlenmiştir. Sporda kimlik, bireyin kendisini nasıl anladığı ve nasıl tanımladığı ile ilgilidir. Bireyin kimlik gelişimi için önemli olduğu düşünülen bir diğer etkende spor ve sportif faaliyetlerdir (Güven, 2006).Bundan dolayı, bireyi küçük yaşlardan itibaren adil oyun, dürüstlük ve sportmenlik davranışlarına yönlendirerek yetiştirmeliyiz.
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