ASHE

AN EXAMINATION OF DIFFERENCES IN DIVISION I FBS STUDENT-ATHLETE ACADEMIC AND ATHLETIC PERFORMANCE

APPENDICES

OVERVIEW

RESULTS & DISCUSSION

DATA COLLECTION

SPORT REPRESENTATION

PARTICIPANT SELF-IDENTIFICATION

DATA COLLECTION

13 weeks

• Electronic / hard copies distributed
• Piloted additional data collection strategies

N = 331

• Division I FBS student-athletes
• Juniors & Seniors

DISCUSSION

2x2 MANOVA

ACADEMIC & ATHLETIC

MINDSET

Predominantly Growth Mindset

Athletic Mindset

Predominantly Growth Mindset

Unexpected result

• Fall 2015 pilot study
• 40-40-20

• Top performers with a Fixed Mindset

• Athletic performance / dedication is priority

• Emphasis on low performers throughout literature

Academic prestige

• Pac-12: 3.310 | MWC: 3.236; p = .601
• Pac-12: 5.1045 | MWC: 5.2196; p = .331

• Idealistic academic expectations shifted

• Isolated athletic cultures

Findings parallel growth Mindset literature high GPAs

• Coach : athlete ratio

1. Pascarella et al., 1995; Adler & Adler, 1991

2. e.g., Meyer, 1990

3. e.g., Snyder, 1985

1. Rankin et al., 2011; Gayles, 2009; McCormick, 1993; Sellers, 1992

2. Dweck & Whitney, 2016

Part I: Introduction

• Review of Literature
• Theoretical & Conceptual Frameworks
• Significance of Study

Part II: The Study

• Research Question
• Data Collection: Procedures & Participants
• Statistical Analysis

Part III: Meaning

• Results & Discussion
• Implications: Theoretical & Practical
• Limitations & Future Research

Personal Growth Initiative

High levels of PGI

PERSONAL GROWTH

INITIATIVE

Relationship to Mindset

• Internal locus of control, assertiveness, self-construal: r > .50
• Mindset & PGI in this study: r = .270

"Using Resources" ranked lowest (M = 4.9766; p = .00)

Compensation

• Amazon gift cards, follow-up, community service recognition

STUDENT-ATHLETE

EXPERIENCES

Student-Athlete Experiences

Academic Performance

Academic Experiences

Academic Experiences

• 8 of 10: Individualized & self-driven; 2 of 10 faculty related

Social Interactions (M = 25.49)

• 7 of 11: emphasize "with other student"; 1 of 11: athletic department

Student-Athlete Experiences (cont.)

Athletic performers

Academic, social, everyday experiences

No differences for athletic performers on

-academic experiences

-social interactions

-everyday experiences

1. Pascarella & Terenzini, 1980; Comeaux & Harrison, 2007; Tinto, 1987; Astin, 1993b; Rankin et al., 2011

Beyer & Hannah, 2000; Sailes, 1993; Aries et al., 2004; Martin et al., 2006

Findings parallel growth Mindset literature and high GPAs

1. U.S. News & World Report, 2017

2. Dweck, 1999; Henderson & Dweck, 1990;

Aronson et al., 2002; Blackwell et al., 2007;

Duckworth & Quinn, 2009

RQ: How do academic and athletic performers of various ability levels differ on Personal Growth Initiative?

RQ: How do academic and athletic performers of various ability levels differ on Academic Experiences, Social Interactions, and Everyday Experiences?

Academic Performance

η

Academic Performance

Test of Homogeneity of Variances

High

Low

High

5.5179

5.5375

Change

Interaction:

Wilks’ λ = .948, F (3, 107) = 1.972, p > .05

Interaction:

Wilks’ = .982, F (4, 109) = .510, p > .05

2.5071

2.2714

Aca Exp

5.5143

5.4900

Planfulness

Low

2.5303

2.4091

Low

Soc Int

5.000

5.3571

Resources

Main Effect Academic Performance:

F (1, 117) = .4.732, p > .0253 (p = .032)

1.8333

1.8056

Everyday

5.7750

5.6964

Behavior

Athletic Performance

Main Effect Academic Performance:

Wilks’ λ = .979, F (4, 109) = .572, p > .05

2.9350

2.7032

Aca Exp

5.5375

5.3816

Change

2.6636

2.5356

5.4900

5.4368

Soc Int

High

Planfulness

High

5.0000

4.8596

1.9639

Main Effect Athletic Performance:

Wilks’ λ = .971, F (4, 109) = .804, p > .05

1.9051

Resources

Everyday

5.8092

5.7750

Behavior

Main Effect Athletic Performance:

Wilks’ λ = .998, F (3, 107), = .087, p > .05

Part II

Part III

Part I

STATISTICAL ANALYSIS

LITERATURE REVIEW

THE ROAD FROM HERE

High Performing Group - 3.529

Dean's List

3.5

39.00%

GPA

Student-Athlete Success Literature

Part I

Limitations

Implications

Future Studies

Athletic Performance

Academic Performance

CORRELATIONS

PERFORMANCE VARIABLES

IMPLICATIONS

FUTURE STUDIES

LIMITATIONS

ACADEMIC PERFORMANCE

Build on athletic performance metric

• M = 3.272; SD = .128

Academic Performance

Overall Limitations

• High performing audience / self-selection bias
• Self-reported GPA
• Social desirability bias

• t (132) = -14.096, p = .00, two-tailed

Longitudinal

• Internal factors & performance
• Athletic Mindset
• Coaches rating

Athletic Performance Metric

• Item 3 - Postseason
• Item 4 - Athletic Awards
• Item 5 - Scholarship Award ('unsure')
• Snapshot of career; extraneous circumstances

ATHLETIC PERFORMANCE

ATHLETIC PERFORMANCE

• M = 133.45 / 184.65; SD = 27.429

Underclassman

• Sport type, gender, major, self-description

Athletic Performance

• Precollege characteristics
• External factors
• Internal factors

• t (132) = -20.291, p = .00, two-tailed

Theoretical & Conceptual Frameworks

THEORETICAL & CONCEPTUAL FRAMEWORKS

Expert Panel

Athletic Performance Metric - Ranking & Emphasis

MAJOR AREAS OF STUDY

K12

College Students

Adults

ACADEMIC AND ATHLETIC STANDING

INSTITUTIONS

2. Roster Spot (*8)

Other = 0

Practice = 2.5

3rd Team = 5

2nd Team = 7.5

1st Team = 10

3. Potential (*6)

Updated

59% and below = 0

60 - 69% = 2.5

70 - 79% = 5

80 - 89% = 7.5

90 - 100 = 10

1. Awards (*10)

Updated

0 = 0

1 - 2 = 2

3 - 4 = 4

5 - 6 = 6

7 - 8 = 8

9+ = 10

1. Jean Boyd, Senior Associate Athletics Director

Arizona State University

2. Eddie Comeaux, Ph.D., Associate Professor of Higher Education

University of California, Riverside

3. Magdi El Shahawy, Ph.D., Director of Student-Athlete Academic Services

University of Southern California

4. Mark Guadagnoli, Ph.D., Director of Learning and Performance, Professor of Neuroscience and Neurology

University of Nevada, Las Vegas

5. C. Keith Harrison, Ph.D., Associate Program Director and Associate Professor of Sport Business Management

University of Central Florida

6. Nancy Lough, Ed.D., Professor of Higher Education

University of Nevada, Las Vegas

7. Lisa Rubin, Ph.D., Assistant Professor

Kansas State University

8. Dan Merson, Ph.D., Educational Research Consultant and Senior Research Association

Rankin and Associates Consulting

9. Sue Rankin, Ph.D., Senior Research Associate in the Center for the Study of Higher Education and Associate Professor of Education

The Pennsylvania State University

10. Derek Van Rheenen, Ph.D., Associate Adjunct Professor and Director of Cultural Studies of Sport in Education

University of California Berkeley

11. Alice J. Corkill, Ph.D., Associate Professor, Educational Psychology & Higher Education

University of Nevada, Las Vegas

Demographics

• Social-moral reality
• Behavioral decisions
• Leadership Mindset

• Increase in motivation*
• Grades improvement*
• Seek challenges*
• Mastery-oriented goals*
• Self-efficacy*

• Psychological: Mindset
• Developmental: Personal Growth Initiative
• Behavioral: Student-Athlete Experiences

5. Scholarship (*2)

Unsure / not applicable = 0

Walk-on = 2.5

Moderate partial = 5

High partial = 7.5

Full = 10

4. Postseason (*4)

None = 0

One time = 2

Two times = 4

Three times = 6

Four times = 8

Five or more times = 10

• Increases in GPA*
• Predictions in GPA*
• Difference in course choices*
• Greater resiliency / ability to 'bounce back'*

1. Mindset*

• Assertiveness
• Lower chance oriented locus of control
• Increase in healthy coping*
• Career exploration

• Greater levels of well-being*
• Lower levels of anxiety & depression
• Increase in healthy coping*
• Lower levels of distress

2. Personal Growth Initiative*

Academic Mindset

Athletic Mindset

Academic Mindset

Athletic Mindset

1. You have a certain amount of intelligence* and you can't really do much to change it.

2. Your intelligence* is something about you that you can't change very much.

3. No matter who you are, you can significantly change your intelligence* level.

4. To be honest, you can't really change how intelligent* you are.

5. You can always substantially change how intelligent* you are.

6. You can learn new things, but you can't really change your basic intelligence.*

7. No matter how much intelligence* you have, you can always change it quite a bit.

8. You can change even your basic intelligence* level considerably.

9. You have a certain amount of athletic ability and you can't really do much to change it.

10. Your athletic ability is something about you that you can't change very much.

11. No matter who you are, you can significantly change your athletic ability level.

12. To be honest, you can't really change your athletic ability.

13. You can always substantially change your athletic ability.

14. You can learn new things, but you can't really change your basic athletic ability.

15. No matter how much athletic ability you have, you can always change it quite a bit.

16. You can change even your basic athletic ability level considerably.

• Practical gains**
• Liberal arts gains**

Strongly Disagree, Disagree, Somewhat Disagree, Neither Agree nor Disagree, Somewhat Agree, Agree, Strongly Agree

3. Student-Athlete Experiences

Readiness for Change

Planfulness

Intentional Behavior

Using Resources

* = validated interventions

** = student-athletes

Research Question

How do academic and athletic performers of various ability levels differ on Academic and Athletic Mindset, Personal Growth Initiative,

and Academic, Social, and Everyday Experiences?

6. I ask for help when I try to change myself.

12. I use resources when I try to grow.

14. I actively seek out help when I try to change myself.

2. I can tell when I am ready to make specific changes in myself.

8. I figure out what I need to change about myself.

11. I know when I need to make a specific change in myself.

16. I know when it's time to change specific things about myself.

4. I take every opportunity to grow as it comes up.

7. I actively work to improve myself.

9. I am constantly trying to grow as a person.

15. I look for opportunities to grow as a person.

PGI

1. I set realistic goals for what I want to change about myself.

3. I know how to make a realistic plan in order to change myself.

5. When I try to change myself, I make a realistic plan for my personal growth.

10. I know how to set realistic goals to make changes in myself.

13. I know steps I can take to make intentional changes in myself.

Strongly Disagree, Disagree, Somewhat Disagree, Neither Agree nor Disagree, Somewhat Agree, Agree, Strongly Agree

Social Experiences

Everyday Experiences

Academic Experiences

SAEI

3. Used a computer to conduct a literature search or to locate books/journals in the library.

6. Made a rough draft of a written paper in preparation for writing the final product.

10. Carefully studied my textbooks and other required readings.

14. Sought feedback from a friend or a professor relative to my written work.

18. Used a dictionary or thesaurus to look up the proper meaning of a word.

21. Used the library as a resource to find materials related to my classes or to write term papers.

25. Took detailed notes in class and studied them outside of class.

29. Used the library's computer resources to help me find books and other journal articles that I used for my classes.

33. Made an appointment to visit with one of my instructors during his/her office hours.

36. Used the library as a place to study for my classes.

1 = Never

2= Occasionally

3 = Often

4 = Very Often

1. Offered my opinion on a topic while visiting informally with a group of students.

4. Went to the Student Union or other student gathering place to visit and socialize.

8. Met my friends at the Student Union or other student gathering place to visit and socialize.

12. Had a serious discussion with a student on topics such as religion or politics.

16. Read a magazine or newspaper article that dealt with sports.

19. Made friends with students whose academic major and interests are different than mine.

23. Discussed a controversial subject with a student who embraced a philosophy of life or life-style different than mine.

27. Socialized with students who were not athletes.

31. Used the Student Union or other nonlibrary student gathering place as a place to relax and study.

34. Made friends with students whose race and/or cultural background is different than mine.

38. Talked to a close friend or coach about personal things.

2. Initiated the opportunity to make a formal oral class presentation.

5. Attended an athletic department sponsored personal development event (e.g., financial management workshop).

7. Discussed policies and issues related to campus activities and student government with another student.

9. Used the library as a place to read newspapers and magazines.

11. Gave a prepared verbal presentation in front of a group of students.

13. Interacted with one of my instructors in an informal way, such as visiting in the hallway after class

or over a cup of coffee.

15. Completed additional readings on topics introduced and discussed in class.

17. Visited the career center, talked to a counselor about career opportunities and interests, and/or completed an inventory dealing with career interests.

20. Participated in campus social events with other students (e.g., dance, concert, political event).

22. Used the library as a place to look up and find interesting material unrelated to my classes.

24. Took part in a discussion group in which the focus was upon personal involvement and enrichment.

26. Talked with my instructor or another professor about career options and opportunities.

28. Went to the Student Union or other student gathering place to look at the bulletin board for notices about campus events.

30. Helped plan a campus wide or campus small group social event.

32. Completed an inventory dealing with career interests or some other inventory designed to measure career aptitude.

35. Went to the Student Union or other student gathering place to play games (e.g., table tennis, pool, cards, pinball, video games) or to watch TV.

37. Gave a prepared verbal presentation in front of a group of people outside of the University (e.g., school, political gathering, social group)

39. Participated in student government (e.g., voted, campaigned, ran for office).

1 = never

2 = occasionally

3= often

4 = very often

Marissa Nichols, Ph.D. | Nancy Lough, Ed.D.

November 9, 2017

SIGNIFICANCE OF STUDY

RESEARCH QUESTION

1a. Academic and athletic performance

1b. Distinguishes between levels of performance

2a. Focus on internal factors

2b. Examining existing frameworks with new population

3. Athletic performance metric contribution

1. How do academic and athletic performers of various ability levels differ on Academic Mindset, Athletic Mindset, Personal Growth Initiative, and Academic, Social, and Everyday Experiences?