Download or read book An Investigation of Student athlete Prediction Factors for Collegiate Academic Success written by Charlotte Ann Kim and published by . This book was released on 1985 with total page 178 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book A Study of the Factors that Predict Academic Success and Retention of Student athletes written by April A. Brecht and published by . This book was released on 2014 with total page 232 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Collegiate Student athletes Academic Success written by Kai'Iah A. James and published by . This book was released on 2010 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation study examines the impact of traditional and non-cognitive variables on the academic prediction model for a sample of collegiate student-athletes. Three hundred and fifty-nine NCAA Division IA male and female student-athletes, representing 13 sports, including football and men's and women's basketball provided demographic information (i.e., race, academic classification, gender, scholarship status) and provided responses to the Academic Communication Anxiety Test instrument. The Associate Athletic Director for Student-Athlete Services provided precollege and college academic information (high school GPA, SAT/ACT score, collegiate GPA) and this information along with data provided by the participants was entered into a multiple regression analysis. The purpose of the study was to determine which variables predicted student-athlete college GPA and if participation in a revenue-generating versus a nonrevenue-generating sport impacted college GPA. The analyses indicated that the ACAT was a valid and reliable measure (alpha = .94) with three factors. In addition, high school core GPA, study hall hour requirement, academic classification, and pre-college standardized test score made significant contributions to the prediction equation. Participation in a revenue-generating sport was found to significantly impact GPA.

Download or read book Predicting Student athlete Success written by Shanna Lei Autry and published by . This book was released on 2010 with total page 77 pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT: Student-athletes are a highly visible subgroup of students whose performance and visibility can influence the formation of an institution's image (Zimbalist, 1999). Research must continue to advance understanding of the variables that lead to student-athlete academic success in order to enhance opportunities for student-athletes, improve institutional performance, and address important national priorities for intercollegiate athletics and higher education. The purpose of this study is to identify those precollege and college experience variables that influence student-athlete success at a major Division I institution in the Southeastern United States during a three year period from 2000 to 2003. Study variables included: race; gender; residency; high school grade point average; SAT composite score; scholarship amount; classification; major; Pell Grant eligibility; GPA for each of the first three semesters; number of degree hours each of the first three semesters; number of withdrawals for each of the first three semesters; and participation in an enrichment program.

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 Prediction of Freshman Retention Among Collegiate Student athletes written by Rebecca Mitchell Malmo and published by . This book was released on 2008 with total page 286 pages. Available in PDF, EPUB and Kindle. Book excerpt:

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 Factors Predicting Student Athlete Retention and Attrition in Higher Education written by Jong Eun Lee and published by . This book was released on 2021 with total page 91 pages. Available in PDF, EPUB and Kindle. Book excerpt: Although there has been a growing body of research on student-athlete retention in higher education, no studies to date have conducted a meta-analysis for investigating predictors of student-athlete retention and attrition. Moreover, the results of existing literature indicate that the factors impacting collegiate athletes' retention are mixed. Since student-athletes are from various backgrounds and different types of schools (e.g., Division I, II, III schools, or community colleges), it is crucial to address a generalized and coherent evidence of numerous factors from the multiple independent studies. Toward that end, conducting a meta-analysis is necessary and critical at this stage. Meta-analysis is the most valuable and effective statistical technique to better understand the factors predicting retention for this specialized subgroup of the higher education student population because it illustrates a quantitative summarization of various factors. Furthermore, meta-analysis allows researchers to compare differences between the retention predictors within a group of collegiate student-athletes from diverse backgrounds and different institutions.A total of 85 independent effect sizes were obtained from the 30 studies on various predictors of collegiate student-athlete retention and attrition. The results of the meta-analysis indicate that personal characteristics of student-athletes, including gender and race are strong predictors of their retention and attrition. The characteristic of the institutions in which student-athletes enroll in public or private schools is also important moderators of retention. Academic variables (standardized tests, high school GPA, high school rank, college GPA, and academic integration) are found to significantly correlate with retention and attrition. When it comes to athletic variables, sport types, changing coaches, playing time, and team success are discovered as moderators. Lastly, institutional supports and services are shown to be predictors of retention and attrition.The study aims to provide school administrators, educators, policymakers, and scholars with generalized evidence for promoting student-athlete retention. The findings of this research will allow them to objectively evaluate factors, their effectiveness, and for whom and under what conditions they are effective. Ultimately, practitioners and educators will be able to implement the outcomes of this study to increase collegiate student-athletes' retention in their educational setting.

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 The Collegiate Athlete at Risk written by Morris R. Council and published by IAP. This book was released on 2018-09-01 with total page 127 pages. Available in PDF, EPUB and Kindle. Book excerpt: There are numerous books documenting the challenges of student athletes and presenting recommendations for academic success. They primarily focus on understanding the issues of student-athletes and recommendations are oftentimes overly simplistic, failing to explicitly provide interventions that can be executed by student-athlete support personnel. In addition, the topic of supporting student-athletes who are academically at risk and/or are diagnosed with high incidence disabilities has been overlooked by scholars resulting in few publications specifically focusing on providing strategies to the staff/personnel who serve these populations. The general target audience is college/university practitioners who interface with student-athletes who demonstrate academic and social risk in the realm of athletics. These stakeholders include but are not limited to: academic support staff, student athletes, parents, coaches, faculty/educators, counselors, psychologists, higher education administrators, student affairs professionals, disability services coordinators/personnel, as well as researchers who focus on education leadership, sports, and special education. All of these groups are likely to find this book attractive especially as they work with student-athletes who are at-risk for academic failure. Also, it is ventured that this book will become the staple text for the National Association of Academic Advisors (N4A), the official organization for all personnel who work in collegiate academic support and can be used by members of intercollegiate athletic associations to reform policies in place to support at-risk student-athletes.

Download or read book Examining the Academic Success of Student Athletes Participating in the National Association of Intercollegiate Athletics written by Katie A. Moleski and published by . This book was released on 2021 with total page 197 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this research is to examine factors influencing the academic success of student athletes participating in the National Association of Intercollegiate Athletics (NAIA); a growing and largely unstudied group of students. This study uses institutional data collected for the NAIA's Return on Athletics® initiative in 2019-2020 as well as, data from the Integrated Postsecondary Education Data System (IPEDS). Five research questions used logistic regression to explore factors that influence student athlete retention, graduation, differences for varsity and non-varsity athletes, for various levels of academic performance, and athletic scholarship totals. All data were analyzed using STATA. The findings from this study are that while overall, student athletes represented in this data set are retained at a high rate, certain sub-groups may be at risk for attrition. Specifically, non-varsity athletes are less likely retained. Additionally, student athletes with a grade point average below a 3.0 or those who have been enrolled at an institution for less than five semesters are less likely to be retained. Black student athletes were found to be more likely to complete degrees and graduation was found to be positively influenced by financial aid in the form of work-study. Lastly, results of this research indicate the Return on Athletics® data initiative is a viable tool for analyzing factors that influence student athlete success. Based on the findings of this research, this paper includes recommendations for continued and improved Return on Athletics® data collection. Additionally, recommendations are provided for targeting student athlete success initiatives at specific sub-groups of the population who may be particularly at risk for retention issues. Finally, in an effort to build on this research and advance student athlete academic success, suggestions for future research are included.

Download or read book A Study of the Validity of the National Collegiate Athletic Association s 1 600 Prediction Formula in Determining the Academic Achievement of the Student athletes at the Florida State University written by David Bowman Wagner and published by . This book was released on 1972 with total page 228 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Factors Influencing and Predicting the Likelihood of Seeking Mental Health Help written by Matthew David Bird and published by . This book was released on 2023-11-25 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Collegiate athletes experience mental health concerns at similar rates to non-athlete students, however, the student-athlete population underutilizes professional mental health help with only 10% of those in need seeking services. Criticisms of the extant research on studentathlete mental health help-seeking include studies that lack theoretical guidance, and convenience samples who are not experiencing a mental health issue. The aim of this study was to conduct a theoretically driven investigation assessing factors of help-seeking associated with the Health Belief Model and Reasoned Action Approach while sampling student-athletes who identified as currently experiencing a personal or emotional health concern. More specifically, the purpose of this study was to investigate which factors of help-seeking behavior predict the likelihood that a student-athlete will seek professional help, and to identify the differences in help-seeking factors between student-athletes with a lower likelihood of seeking help compared to those with a higher likelihood of seeking help. Participants were 269 NCAA student-athletes who completed an online survey assessing factors related to their help-seeking behavior. A multiple liner regression reveled that perceived benefits, perceived susceptibility, and perceived attitudes factors were significant predictors of the likelihood that a student-athlete would seek treatment. Results from a one-way MANOVA showed significant differences between the lower likelihood and the higher likelihood of seeking help group on the perceived seriousness, perceived susceptibility, perceived benefits, instrumental barriers, stigma-related barriers, and the perceived attitudes factors. Additional information gathered in this study suggests the most frequently reported factors which prevented student-athletes from seeking help include a belief the issues they are experiencing is not that serious, or a desire to seek help from a source other than a mental health professional. Findings from this study have implications for athletic departments, campus counseling centers, and future interventions designed to enhance mental health help-seeking.

Download or read book A Study of the Validity of the National Collegiate Athletic Association s 1 600 Prediction Formula in Determining the Academic Achievement of the Student athletes at the Florida State University written by David B. Wagner and published by . This book was released on 1974 with total page 2 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Measuring Noncognitive Variables written by William Sedlacek and published by Taylor & Francis. This book was released on 2023-07-03 with total page 264 pages. Available in PDF, EPUB and Kindle. Book excerpt: Co-published in association with Big Picture Learning.Measuring Noncognitive Variables: Improving Admissions, Success, and Retention for Underrepresented Students is written for admissions professionals, counselors, faculty and advisers who admit, teach, or work with students during the admissions process and post-enrollment period. It brings together theory, research and practice related to noncognitive variables in a practical way by using assessment methods provided at no cost. Noncognitive variables have been shown to correlate with the academic success of students of all races, cultures, and backgrounds. Noncognitive variables include personal and social dimensions, adjustment, motivation, and student perceptions, rather than the traditional verbal and quantitative areas (often called cognitive) typically measured by standardized tests.Key Features include:* Models that raise concepts related to innovation, diversity and racism in proactive ways* Examples of admission and post-enrollment applications that show how schools and programs can use noncognitive variables in a variety of ways * Additional examples from foundations, professional associations, and K-12 programs* An overview of the limitations of traditional assessment methods such as admission tests, grades, and courses takenEducation professionals involved in the admissions process will find this guide effectively informs their practice. This guide is also appropriate as a textbook in a range of courses offered in Higher Education and Student Affairs Masters and PhD programs.

Download or read book Predicting the Academic Success and College Satisfaction of Student Athletes written by Myra Jean Waters and published by . This book was released on 1993 with total page 190 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Academic Success Among Softball and Baseball Student athletes in Alabama Rural Community Colleges written by Ryan Gerald Spry and published by . This book was released on 2017 with total page 169 pages. Available in PDF, EPUB and Kindle. Book excerpt: Community colleges have come under increased scrutiny lately for their low retention and graduation rates, but these institutions are not the only focal point of public criticism. Intercollegiate athletics has recently been admonished for its emphasis on athletic excellence, often in place of academic achievement. Alabama Community College Conference member institutions, however, lack empirical evidence that identifies whether these assertions are evident within the ACCC, thus preventing campus leaders from implementing strategies designed to enhance lower student success rates among student-athletes enrolled at their schools. Therefore, this study sought to determine rates of student success among Alabama community college baseball and softball players. In particular, the research explored which demographic factors might be useful in predicting these student-athletes' cumulative community college grade point averages, as well as retention rates and degree completion rates. Univariate analyses, along with linear and logistic regression methodologies, were employed to analyze the data and to answer the six research questions. The sample used for this study included baseball and softball players previously enrolled at three Alabama rural community colleges. Results indicated females, White student-athletes, those from a higher socioeconomic status, and student-athletes earning high school diplomas each outperformed their counterparts. Within all three regression models, gender was noted as a significant predictor, followed by socioeconomic status in two of the three regression analyses (cumulative community college grade point average and degree completion rates), then race and educational background in one analysis (retention rates and cumulative community college grade point average respectively).