Parent Influence on Concussion Reporting in First-Year Collegiate Athletes

Autor/inn/en	Fuller, Natalie Joan; Kroshus, Emily; Hall, Eric E.; Ketcham, Caroline J.
Titel	Parent Influence on Concussion Reporting in First-Year Collegiate Athletes
Quelle	In: Journal of American College Health, 70 (2022) 5, S.1518-1527 (10 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fuller, Natalie Joan) ORCID (Kroshus, Emily) ORCID (Hall, Eric E.) ORCID (Ketcham, Caroline J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0744-8481
DOI	10.1080/07448481.2020.1809430
Schlagwörter	Athletes; College Athletics; Head Injuries; Self Disclosure (Individuals); Parent Influence; College Freshmen; Parent Child Relationship; Student Attitudes; Intention + Suchen Sie Ihr Suchwort? Athlet; College athletes; Collegesport; Hochschulsport; Kopfverletzung; Studienanfänger; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Schülerverhalten
Abstract	Objective: To assess the relationship between sport-parenting practices and concussion reporting intentions of collegiate athletes across two levels of competition. Participants: Entering first-year student-athletes (varsity and club) at a mid-sized university in the Southeast region of the United States (n = 327). Methods: Written surveys were completed prior to the start of the 2015 academic year. Structural equation modeling was used to test a model predicting concussion-reporting intentions. Results: College athletes were more likely to intend to report a suspected concussion when they believed their parents wanted them to report (B=-0.88, SD = 0.94), and when they experienced less sport achievement pressure from their parents (B=-0.12, SD = 8.07). Conclusions: Parents influence the concussion safety of entering collegiate athletes at both the varsity and club level. Lower pressure sport parenting prior to college entry may help foster safer concussion reporting behaviors and may be an appropriate target for future intervention development work. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01