Specially and Regularly Admitted Division I Student-Athletes: Differences in and Relationships Between Academic and Athletic Identity, Perceived Support, and Academic Commitments

Abstract

The purpose of this study was to examine academic commitments in Division I specially and regularly admitted student-athletes. Division I student-athletes completed questionnaires assessing academic and athletic identity, perceived academic support, degree commitment, institutional commitment, and intent to withdraw. Structural equation modeling showed that institutional commitment was predicted positively by degree commitment and perceived academic support. It was also predicted by academic identity indirectly through degree commitment. Intent to withdraw was predicted negatively by degree commitment, athletic identity, and perceived academic support. Both institutional commitment and intent to withdraw were also predicted by academic identity indirectly through degree commitment. Compared to regularly admitted student-athletes, specially admitted student-athletes reported lower academic and athletic identities, lower perception of academic support from staff, and lower commitment to their degree, which contributed to their lower institutional commitment and higher intent to withdraw. Findings highlight the importance of academic integration of student-athletes.

The role of achievement goals and identity in academic performance and misconduct of college athletes: Considering sport-to-school spillover

“…In a study with a general student body, academic identity measured at the beginning of college in first-time full-time freshman college students was reported to positively predict their first-year GPA a year later [ 25 ]. Studies conducted with students participating in intercollegiate sports also pointed at the important role that academic identity plays for academic outcomes: NCAA Division I student-athletes with a strong academic identity reported higher GPA and academic persistence [ 26 ], academic effort [ 27 ], higher academic achievement goals [ 28 ], and greater degree commitment [ 29 ].…”

The adapted French version of the Academic and Athletic Identity Scale (AAIS-FR): Evidence of validity and reliability and relationships with sport well-being

“…However, this difference does not appear in all studies [ 5 , 6 ]. In addition, students who identify strongly with their role as a student put more effort into their studies [ 16 ], have higher academic commitment [ 30 ], and get higher grades [ 13 , 17 , 19 , 27 , 31 ] than those who identify weakly.…”