Exploring the determinants of academic self-efficacy in intercollegiate student-athletes
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The academic motivation of student-athletes is largely understudied, particularly regarding academic self-efficacy and self-regulated learning. These concepts can be critical in engaging with these students and promoting their academic success. This study sought to explore the predictors of academic self-efficacy and self-regulatory behaviors. It also served a secondary purpose of determining if there is a difference in the analysis of these concepts at the scale and item level. It was found that academic identity, class year, and starter status predicted academic self-efficacy. Class year and sport season were significant predictors of self-regulatory behaviors. The study also found that predictors were different at the scale and item levels, which provides support for the use of the loglinear Bradley-Terry model for self-efficacy and self-regulatory behaviors. Results of this study can help to inform practices for athletic academic support personnel at the Division I level.
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Ph. D.