Antecedents and Consequences of Student-Athletes’ Contentment With Academic Services

Abstract

The purpose of this study sought to investigate factors that influence studentathletes' satisfaction with academic services within athletics departments. Additionally, we examined the relationship between student-athletes' satisfaction and academic performance (i.e., GPA). A total of 226 NCAA Division I studentathletes from a Midwestern university competing in a mid-major conference participated. A survey consisting of 22 questions was created to assess the satisfaction of the four major factors (facilities, staff, tutoring, and advising programs) of academic advising services. Results revealed that student-athletes were satisfied with academic services, but satisfaction differed among class levels, with freshman athletes reporting lower levels of satisfaction than junior and senior athletes. Additional results showed that facilities and staff have significant influences on student-athletes' satisfaction with academic services. Furthermore, there was a significant relationship between student-athletes' satisfaction and GPA. The findings provide partial support for the proposed theoretical model, which suggests that athletics departments should provide adequate, accessible academic facilities and hire properly-trained staff.

How the Perception of Athletic Academic Services affects the overall College Experience of Freshmen Student-Athletes

“…Also, environment plays a crucial role when evaluating academic services. This supports the same findings from a previous study (Hazzaa et al, 2018). Having freshmen student-athletes evaluate their perception of the offered academic services to significantly influence their overall satisfaction demonstrates the importance of having services available.…”

“…Moreover, examining the perceptions of student-athletes regarding athletic academic centers found feelings of isolation and preference of relying on an academic advisor for their academic goals instead of an athletic advisor (Bell, 2009;Huml et al, 2014). Another study found varying satisfaction levels amongst class levels, demonstrating freshmen student-athletes indicate lower satisfaction levels compared to upper classmen (Hazzaa, Sonkeng, & Yoh, 2018). While these studies explored satisfaction with the quality of academic services functions, there is a gap in research in terms of how these perceptions influence other areas of the student-athlete's college experience.…”

Student-Athlete or Athlete-Student: Analysis of Benefits and Barriers of University Sport Participation in South Africa

“…Other benefits of participation in Varsity Sports and Cup competitions as perceived by the students included completing their studies in record time and making their families proud. Given that most student-athletes do not achieve the goal of becoming professionals, they need to maximize any available opportunities related to educational and personal development (17). The student-athletes also reported that the 60-credit rule introduced by the management of the Varsity Sports and Cup competitions assisted them in completing their studies as scheduled.…”

Teamwork Makes the Dream Work: Experiences of Student-Athletes in STEM with Dual Advising

“…In general, student-athletes interact more with athletic advisors than academic advisors because athletic departments offer specialized academic services housed in athletic facilities to keep athletes eligible and academically retained (Friedman, 2008;Hazzaa et al, 2018;Huml et al, 2014;Otto et al, 2019;Wolverton, 2008). Consequently, athletes in these facilities are often isolated from the general student body (Huml et al, 2014;Rubin & Moses, 2017); this peer environment reinforces student-athletes' reliance on athletic advisors over academic advisors.…”