Download or read book An Investigation of Selected Academic and Nonacademic Predictor Variables of Academic Performance of Student athletes at Louisiana State University written by Derek Morgan and published by . This book was released on 2005 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book An Investigation of Selected Predictor Variables of Academic Performance of Freshman Athletes and Nonathletes at a National Association of Intercollegiate Athletics Institution written by Lyle L. Hicks and published by . This book was released on 1991 with total page 260 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2005 with total page 608 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Development of a Predictive Model for Student athlete Retention and Graduation at Louisiana State University written by Mary Allyn Boudreaux and published by . This book was released on 2004 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The National Collegiate Athletic Association through its member institutions has implemented academic standards governing initial athletic eligibility and has led reform initiatives tying the ability to compete athletically to student-athlete retention and graduation. Louisiana State University (LSU), like many Division I institutions, admitted its scholarship athletes using these initial eligibility standards as a minimum qualification for admission. However, as NCAA requirements have become less stringent, the admissions requirements at LSU have increased. Concerns about the retention and graduation of student-athletes and an increasing gap between the academic credentials of the student body and student-athletes led administrators to question the wisdom of this practice. There was a need to determine which variables can best predict the retention and graduation of student-athletes at LSU and whether or not these variables differed from results found in national literature. It was hoped that the predictive models could also be used to bridge the gap between NCAA and university admission standards. This study uses hierarchical logistic regression to predict student-athlete retention and graduation using six sets of pre-college and post-enrollment variables for each dependent variable. High school performance variables, characteristics of the high school attended, achievement test scores, demographic and sport variables were used to develop a pre-college model for both retention and graduation. College performance variables that measured the student-athletes' grade point average (GPA) at three academic milestones were added to these models. Results indicated that two different sets of variables predict retention and graduation of LSU student-athletes. The significant predictors in the pre-college retention model included: High School and English GPA, number of natural science and social science courses taken, total number of academic courses taken, math test score and sport and redshirt variables. The significant predictors in the pre-college graduation model included: High School and English GPA and total number of academic courses taken. In the development of the college performance GPA models, the researcher found that as the student-athlete progressed further in his/her academic career, the less important the pre-college variables became. However, most of the predictive power was attributed to the pre-college variables.
Download or read book An Investigation of Selected Non intellectual Variables and Their Relationship to College Academic Achievement written by Mary Elizabeth McClelland and published by . This book was released on 1969 with total page 186 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Selected Academic and Non academic Variables as Predictors of Academic Success of Male Student athletes at Southern Illinois University at Carbondale written by Isaac Brigham and published by . This book was released on 1981 with total page 160 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Selected Academic Variables as Predictors of First Semester Academic Success of At risk Football Student athletes at the University of Missouri written by Bryan S. Maggard and published by . This book was released on 2007 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to identify selected academic variables that may serve as predictors of first semester academic success of at-risk scholarship football student-athletes who matriculated at the University of Missouri during the academic years of 2002-03, 2003-04, and 2004-05. The variables analyzed were high school grade point average (GPA), high school rank, and standardized test score. The results of the study indicated that high school GPA was the only significant predictor of first semester college GPA for at-risk student-athletes accounting for 21 percent of the explained variance.
Download or read book A Study of Selected Background Variables on the Academic Performance of Proposition 48 Male and Female Basketball Athlethes from Selected Schools in the Southeastern and Southwestern Athletic Conferencs written by Frederick Ladell Pinkney and published by . This book was released on 2001 with total page 178 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Relationship Between Residency and Socio demographics to Academic Performance in NCAA Division I Freshman Athletes written by Eric Matthew Snyder and published by . This book was released on 2009 with total page 132 pages. Available in PDF, EPUB and Kindle. Book excerpt: Numerous studies have been completed on the academic ability of student athletes. Since the mid 1980s, the NCAA has emphasized the importance of academics and mandated more stringent requirements to be able to participate in intercollegiate athletics. These initial-eligibility standards have been successful in increasing overall graduation rates of student-athletes, but there remain a number of concerns. The purpose of the study was to determine if an NCAA D-I freshman student athlete's place of residency on campus, as opposed to off campus, while attending college during his/her freshman year had a statistically significant relationship to achievement as it relates to academic performance. The continued purpose of the study examined the relationship between selected socio-demographic components to academic performance in NCAA D-I freshman student athletes and how this relationship may have directly related to their academic performance during their freshman year. Participants completed the informed consent along with a questionnaire to aid in determining what academic and socio-demographic variables were related to academic performance (N = 205). Based on the results of this study, it was concluded that living on or off campus had no relationship with how the freshman student athletes performed academically. The best individual correlations with academic performance were high school GPA, gender, and ACT scores. These relationships proved to be a moderate relationship because an R value of .75 or greater was not reached. High school GPA, ethnicity, gender, absences unexcused, and ACT scores did enter a stepwise multiple regression equation, but could only explain 55% of the variance for that equation. Statistically 60% is an acceptable level for predicting academic performance in the study. However, it should be noted that 55% of the variance is relevant for those individuals who deal with the academic performance (i.e., athletic administrators, academic advisors, university faculty, parents, etc.) of student athletes to encourage the use of these variables to predict a student athlete's academic success. The other remaining variables showed only a low or very low relationship to a freshman student athlete's academic performance.
Download or read book Making the Grade written by Roderick D. Perry and published by . This book was released on 2013 with total page 147 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was three-fold. The first purpose was to examine if there was a difference in the academic success of 239 first-year student-athletes between the type of institution they attended, public or private. These student-athletes represented 12 intercollegiate varsity sports at two NCAA Division I institutions in the Midwest during the 2007-2009 academic years, and the study used the five pre-college predictor variables of NCAA GPA, standardized test scores, gender, race, and institution type. The second purpose was to determine which of these predictor variables were statistically significant in predicting academic success of student-athletes by sport. The third purpose was to predict how well these predictor variables could distinguish between student-athletes attending the public institution and student-athletes attending the private institution. The study found that student-athletes at the private institution entered the institution with a better overall academic profile than did the student-athletes at the public institution as related to the predictor variables of high school GPA, NCAA GPA, ACT scores, SAT scores, and first-year college cumulative GPA. The statistically significant relationships between the predictors variables correlated between r = .94 and r = .17. Several stepwise multiple regression analyses were conducted to predict first-year academic success. The study concluded that, when ACT and SAT scores are included, separately, in the model with the predictor variables, then NCAA GPA, ACT scores, gender, and race are statistically significant predictors for student-athletes attending the public institution, while NCAA GPA and ACT scores are statistically significant predictors for student-athletes attending the private institution. NCAA GPA, SAT scores, and gender are statistically significant predictors for student-athletes attending the public institution, and NCAA GPA and SAT scores are statistically significant predictors for student-athletes attending the private institution. Together, these findings suggest that Non-White female student-athletes are predicted to have a higher first-year cumulative GPA than any other student-athlete at the public institution when ACT scores are added to the model, and female student-athletes are predicted to have a higher first-year cumulative GPA than any other student-athlete when SAT scores are added to the model. A stepwise discriminant analysis was conducted to predict how well the predictor variables distinguish between the public and private institutions. Based on the findings, NCAA GPA, standardized test scores, and race are the statistically significant variables in the model. Overall, 66.9% of the student-athletes in the study were classified correctly into public and private institution. The student-athletes attending the public institution were classified with slightly better accuracy (67.9%) than the student-athletes attending the private institution (66.2%).
Download or read book Education A E written by University Microfilms, Incorporated and published by University Microfilms. This book was released on 1989 with total page 796 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Comprehensive Dissertation Index written by and published by . This book was released on 1984 with total page 1014 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book American Doctoral Dissertations written by and published by . This book was released on 1981 with total page 552 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Student Athletes written by United States. General Accounting Office and published by . This book was released on 1989 with total page 36 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Cognitive Learning and Study Strategy Predictors of Student athlete Academic Success and Academic Progress Rates written by Janet Cain Moore and published by . This book was released on 2014 with total page 188 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this research was to explore a range of predictor variables believed to influence the academic success of student-athletes as measured by cumulative grade point averages (CGPA) and academic progress rates (APR). This study included 210 scholarship student-athletes participating in intercollegiate athletics at a National Collegiate Athletic Association (NCAA) limited-resource institution. Multiple regression analysis found standardized test scores (Test), high school core grade point averages (HSGPA), the Will composite scale of the Learning and Study Strategies Inventory, 2nd Edition (LASSI-II), gender, and generational status (i.e. first-generation or non-first-generation) to be most predictive of student-athlete cumulative grade point averages (CGPA). Independent t-tests were conducted on all predictor variables in the study and found significant differences between males and females on the variables of HSGPA, Test, and CGPA with female student-athletes scoring higher on all of these measures. Significant differences were also found between first-generation and non-first-generation student-athletes on variables of HSGPA, Test, Skill, Will, and CGPA with non-first-generation student-athletes scoring higher on all of these measures. Student-athletes participating in non-revenue sports had significantly higher scores on the HSGPA, Test, and CGPA variables. Logistic regression analyses using found standardized test scores to be the only predictor variable in this study to consistently contribute to the prediction of APR point loss.
Download or read book Predicting Student athlete Academic Success with Preadmission Social contextual and Sport Variables written by Michael Wallace McCall and published by . This book was released on 2011 with total page 190 pages. Available in PDF, EPUB and Kindle. Book excerpt: Universities are required by the NCAA to ensure student-athletes make progress towards earning a degree. In 2004, The NCAA created the Academic Progress Rate (APR) metric to assess if universities were facilitating academic success for student-athletes. Athletic programs that fail to meet an APR score of 925 receive a variety of penalties. These penalties not only hurt the athletic program but also tarnish an institution's image. Predicting which student-athletes are at-risk can provide an opportunity for athletic programs to change procedures to reduce risk. Although the NCAA provides information about APR risk, results are calculated based on aggregated data across a variety of institutions ranging from regional colleges to elite private universities. The risk factors provided by the NCAA may not accurately reflect risk within a specific institution. The present study assessed risk factors related to losing APR points for student-athletes attending a Division I institution in a BCS conference. Archival data were collected from the institution and the NCAA for 829 student-athletes receiving athletic scholarships between 2003-2009 school years. Predictor variables included high school GPA, SAT scores, conditions of admission, SES, race/ethnicity, sex, playing time, red shirting, distance from home, and sport risk. Results of the analysis indicate that male and female student-athletes have different risk factors and should be analyzed separately. There is an interesting relationship between high school GPA and SAT scores for minority student-athletes. Finally, a combination of preadmission, social-contextual, and sport variables were associated with student-athletes at-risk for losing APR points.
Download or read book Faculty and Male Student Athletes written by Keith Harrison and published by . This book was released on 2010 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Studies have examined the impact of environmental variables on academic achievement among student athletes in the revenue-generating sports of men's basketball and football. However, while evidence concerning the positive impact of male student athlete and faculty interaction is virtually unequivocal, we are not certain whether the benefits accruing from particular types of interaction vary across different racial/ethnic groups. This study explores the relationship between male Black and White student athletes and faculty as well as the impact of specific forms of student athlete-faculty interaction on academic achievement. Data are drawn from the Cooperative Institutional Research Program's 2000 Freshman Survey and 2004 Follow-Up Survey. The sample includes 1031 White and 739 Black football and basketball players attending predominantly White institutions. Regression results indicate that the impact of the contact or interaction is to some extent contingent upon the specific nature of the interaction for Black and White male student athletes. The findings also suggest that Black and White male student athletes did not benefit equally from their interactions with faculty. Finally, the implications of these findings are discussed among student athletes, faculty and student affairs leaders in order to improve male Black and White student athlete-faculty communication, as well as enrich their overall college experience.
