Validation of the Student Athletes’ Motivation Toward Sports and Academics Questionnaire (SAMSAQ) for Korean College Student-Athletes: An Application of Exploratory Structural Equation Modeling

Abstract

The purpose of this study was to validate the Korean version of the Student-Athletes’ Motivation toward Sports and Academics Questionnaire (SAMSAQ) using exploratory structural equation modeling (ESEM). A total of 412 (men 77%; women 23%) South Korean collegiate student-athletes competing in 27 types of sports from 13 different public and private universities across South Korea were analyzed for this study. ESEM statistical approach was employed to examine the psychometric properties of SAMSAQ-KR. To assess content validity, the SAMSAQ-KR was inspected by a panel of content subject experts. The Athletic Identity Measurement Scale was used to obtain convergent validity. The results of this study illustrated that the SAMSAQ-KR appears to be a robust and reliable instrument.

The Impact of Parental Support on Performance Achievement through Achievement Motivation in Elite Athletes in South Kalimantan, Indonesia: A Cross-Sectional Study with Structural Equation Modeling Analysis

“…When the athlete's motivation is strong, the athlete will be ready to undergo a very strenuous training period until a difficult competition, where the results of the competition athletes can experience defeat. Previous studies find that achievement motivation is the most significant factor for athlete's achievement performance both in individual or team sports (Ceylan et al, 2022;Lee et al, 2022). These results explain that motivation to show strength and motivation to approach success is more dominant in team sports, while motivation to avoid failure is more dominant in individual sports (Ceylan et al, 2022).…”

The holistic development of talented sportspersons through dual-career

“…Whilst athletes competing in championships managed by a sports federation or associations and being enrolled in a full-time high school or university degree could consider themselves student-athletes, different eligibility criteria are adopted to allow them to access institutionalised dual career services and provisions (Capranica and Guidotti, 2016 : European Commission, 2016 ; Sanchez-Pato et al, 2017 ). Furthermore, individual self-identity and motivation to combine academic and sports careers differ based on the athletic level, sports career perspectives, self-awareness, and personal values of the athletes, as well as the dual-career support from cultural backgrounds and contexts (Gaston-Gayles, 2005 ; Harrison et al, 2014 ; de Subijana et al, 2015 ; Lupo et al, 2015 ; Quinaud et al, 2021 ; Lee et al, 2022 ). Therefore, the initial identification of future sports and academic performances would be based on a thorough understanding of the most relevant determinants supporting dual career paths and preventing risks of sports or academic burnout and dropouts.…”

What Decides Your Athletic Career?—Reflection from Our Study of GP.Mur-Associated Sports Talents during the COVID-19 Pandemic Era

“…Besides individual sports talents, there are other essential attributes for the making of elite athletes: (1) an environment that helps nurture one's sports talents; and (2) one's mentality, which is largely driven by personal interests, psychological traits, willpower/motivation [28], intelligence [29], and realistic incentives. The interplay between these environmental and psychological attributes influences how an athlete responds to the hardships of training and setbacks and still decides to courageously stay for competition (Figure 1).…”