AERA

BACKGROUND

STUDENT-ATHLETE MINDSET ABOUT

ACADEMIC AND ATHLETIC ABILITY

PARTICIPANTS SUPPLEMENTAL - STUDY 2

SIGNIFICANCE OF STUDY

RESULTS & DISCUSSION

OVERVIEW

SPORT REPRESENTATION

Findings & Discussion

INSTITUTIONS

RQ2: Which mindset do Division I FBS student-athletes have towards their academic and athletic abilities?

RQ3: Is there a relationship between student-athlete Mindset and various academic and athletic performance variables?

ATHLETIC MINDSET

ACADEMIC MINDSET

M

M

Study 1

Study 1

Study 2

Study 2

1. Academic and athletic performance

2. Focus on internal factors (i.e., Mindset)

3. Examining existing framework with new population

*7-point scale

Findings & Discussion

RQ1: Is there sufficient reliability for the academic and athletic mindset instruments with this population?

RQ3: Is there a relationship between student-athlete Mindset and various academic and athletic performance variables?

Coefficient Alpha

Part I: Why

• Introduction
• Literature Review
• Theoretical Framework
• Significance of Study

Part II: How

• Data Collection: Procedures & Participants

Part III: What it means

• Results & Discussion*
• Implications: Theoretical & Practical
• Limitations
• Future Studies

MAJOR AREAS OF STUDY

ACADEMIC AND ATHLETIC STANDING

PARTICIPANT SELF-IDENTIFICATION

Part II

Part III

Part I

LITERATURE REVIEW

THE ROAD FROM HERE

APPENDICES

DATA COLLECTION:

PROCEDURES & PARTICIPANTS

Expert Panel

Athletic Performance Metric - Ranking & Emphasis

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

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

Academic Mindset

Athletic Mindset

Athletic Mindset

Academic 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.

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

Student-Athlete Success Literature

Readiness for Change

Planfulness

Intentional Behavior

Using Resources

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.

PGI

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.

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

Limitations

Implications

Future Studies

DATA COLLECTION TIMELINE

Athletic Performance

Academic Performance

IMPLICATIONS

FUTURE STUDIES

LIMITATIONS

Continue investigating differences between performers

Study 1 | N = 100

• 1 school; 10 NCAA Division I FBS Sports
• Fall 2015 Life Skills Seminars

Overall Limitations

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

Longitudinal

• Internal factors & performance
• Academic Mindset
• Athletic Mindset

Athletic Performance Metric

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

Sport type, gender, major, self-description

Study 2 | N = 331

• 6 schools; 29 NCAA Division I FBS Sports
• Fall 2016 Academic Support Units

• Precollege characteristics
• External factors
• Internal factors

PERFORMANCE VARIABLES

Academic Performance

• GPA
• Academic awards
• Scholarship

Athletic Performance

• Athletic awards
• Scholarship
• Roster status
• Potential
• Postseason

CONSTRUCT

MINDSET CONSTRUCT

Dweck, 1999

Contact Information

Theoretical Framework

Contact Information

Marissa Nichols

Ph.D. Candidate

marissa.nichols@unlv.edu

909.730.5246

@marissanichols

Alice Corkill, Ph.D.

Associate Professor

alice.corkill@unlv.edu

702.895.4051

THEORETICAL FRAMEWORK

Psychological: Mindset

Marissa K. Nichols

Alice J. Corkill, Ph.D.

May 1, 2017