Literaturnachweis - Detailanzeige
Autor/in | Briggs, Charlotte L. |
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Titel | Differences in Degree Aspirations and Attainment Outcomes between Football or Basketball Players and Other Intercollegiate Athletes. ASHE Annual Meeting Paper. |
Quelle | (1996), (25 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Monographie |
Schlagwörter | Academic Aspiration; Academic Persistence; Athletes; Basketball; College Athletics; Decision Making; Educational Attainment; Extramural Athletics; Football; Higher Education; Intercollegiate Cooperation; Student Characteristics; Student Development; Student Educational Objectives; Time on Task |
Abstract | Using data from the Cooperative Institutional Research Program of students who were college freshmen in 1986 and responded to a follow-up survey in 1990, this study examined differences in degree aspirations and attainment between intercollegiate football or basketball players (N=158) and other intercollegiate athletes (N=801). Although there were significant differences in most background characteristics between the two groups, there was no difference in their mean degree aspiration at the start of their first year of college. Four years later, however, football and basketball players had significantly lower degree attainment and degree aspirations than their counterparts who played other intercollegiate sports. More importantly, even when background characteristics and initial degree aspirations were statistically controlled for in multiple regression analysis, the degree aspirations of football and basketball players significantly dropped while the degree aspirations of those playing other sports did not change. Outcomes were differentially negative not only for male but also for female athletes in the football and basketball group compared to those in other sports. Time devoted to athletics was not significantly different between the two groups of athletes. Peer group effects and role engulfment were suggested as possible explanations for the findings, and limitations to interpretability are discussed. (Contains 14 references.) (Author/JLS) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |