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Autor/inn/enTomon, Jennifer E.; Ting, S. Raymond
TitelEffects of Team Climate on Substance Use Behaviors, Perceptions, and Attitudes of Student-Athletes at a Large, Public University
QuelleIn: Journal of College Student Development, 51 (2010) 2, S.162-179 (18 Seiten)Infoseite zur Zeitschrift
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0897-5264
DOI10.1353/csd.0.0126
SchlagwörterCollege Athletics; Athletes; Norms; Social Environment; Team Sports; Substance Abuse; Perception; College Students; Drinking; Motivation; Reinforcement; Behavior Standards; Social Behavior; Peer Groups; Peer Influence; Surveys; Student Behavior
AbstractCollege student-athletes comprise a special group on the college campus owing to their dual roles as students and athletes. Although many positives are associated with being a student-athlete, researchers have found that this population is faced with unique academic, physical, and social stressors that put student-athletes at greater risk for substance use than their nonathlete peers. A study on the relationship between team norms, team cohesion, and performance demonstrated that there was more pressure for teammates to conform to group norms. This current study sought to determine the impact that the social context of team climate has on student-athletes' substance use behaviors, perceptions, and attitudes. The hypothesis is that team climate will have a significant effect on student-athletes' substance use behaviors, perceptions, and attitudes. In analyzing other potential effects, the relationship between several demographic variables, including team affiliation, sport affiliation, years of collegiate athletic participation, gender, race/ethnicity, and substance use behaviors, perceptions, and attitudes were also explored. (Contains 3 tables.) (ERIC).
AnmerkungenJohns Hopkins University Press. 2715 North Charles Street, Baltimore, MD 21218. Tel: 800-548-1784; Tel: 410-516-6987; Fax: 410-516-6968; e-mail: jlorder@jhupress.jhu.edu; Web site: http://www.press.jhu.edu/journals/subscribe.html
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2017/4/10
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