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Dissimilarities in the Scholarly Domain

Dissimilarities in the Scholarly Domain. Blake Bartling Hanover College. Past Research / Findings. On average, athletes have higher GPA’s in-season than out-of season (Laughlin, 1978) Increased levels of time management result in an increased GPA (Misra, 2000)

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Dissimilarities in the Scholarly Domain

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  1. Dissimilarities in the Scholarly Domain Blake Bartling Hanover College

  2. Past Research / Findings • On average, athletes have higher GPA’s in-season than out-of season (Laughlin, 1978) • Increased levels of time management result in an increased GPA (Misra, 2000) • Athletes with higher levels of self-esteem tended to perform better in the classroom (Schumaker, 1986)

  3. Research Question • Could the better time management and self-esteem of in-season athletes be mediators in their better in-season GPA?

  4. Hypotheses • 1) In-season athletes will have a higher mean GPA than out-of-season athletes • 2) In-season athletes will have greater self-esteem and time management behavior • 3) The greater in-season time management and self-esteem of athletes serve as mediators for the increase in GPA

  5. Participants - Small Midwestern College - 101 student athletes • 62 in-season athletes, and 39 out-of-season • 27 baseball, 15 softball, 11 men’s basketball, 9 women’s basketball, 7 men’s soccer, 10 women’s soccer, 7 volleyball, and 15 football - 60 male and 41 female - 97 participants were Caucasian, 2 were Asian, and 2 were African American - 35 freshmen, 29 sophomores, 22 juniors, and 25 seniors

  6. Distribution of Seasons

  7. Rosenberg Self-Esteem Scale(Rosenberg, 1965) • 10 questions • Uses a 4-Point Likert Scale - 1 = strongly agree to 4 = strongly disagree • α = .84 - sample question: On the whole, I am satisfied with myself.

  8. Time Management Survey (Bond, 1983) • 16 questions • Uses a 5-Point Likert Scale - 1 = Always to 5 = Never • α = .73 - sample question: I have trouble organizing the things I have to do.

  9. Demographic Questions • These are a few demographic sample questions - What was your GPA last semester? - Are you a male or female? M F - Name the sport you participate in - What is your ethnicity? - What class are you in? • There was a debriefing sheet attached to the back of the scales

  10. Procedure • To gain subjects, coaches of the different sports were approach • The coach’s permission was obtained and the coaches distributed the scales and a demographic questionnaire • Coaches handed out packets at either a workout, practice, or team meeting • Coaches collected responses and returned them to the researcher

  11. Hypothesis 1: In vs. Out-of-Season GPA’s • t-test results: t (99) = -1.44, p = .15

  12. Difference in GPA for In-Season and Out-of-Season in each Class

  13. Hypothesis 2a: In-season vs. Out-of-season Self-Esteem • t-tests results: t(99) = -0.6, p = .55

  14. Comparison of Self-Esteem and Gender • t-test results: t(99) = - 3.8, p < .01

  15. Hypothesis 2b: In-season vs. Out-of-season Time Management • t-test results: t(99) = .93, p = .36

  16. Hypothesis 3: Is difference in GPA explained by Self-Esteem or Time Management * p < .01

  17. Conclusions • There was not significantly different in GPA for in-season and out-of-season athletes • Difference in in-season and out-of-season time management behavior and self-esteem levels were not significantly different • As others have found, males have greater self-esteem than females • Self-esteem levels and time management behaviors are not related to GPA

  18. Discussion • Student athletes at Division III schools are already held to a higher academic standard • Could be result of new academic standards for all athletes (Original finding: Laughlin, 1978) • Athletics are now a year round activity – out-of-season training

  19. Limitations • This was a between-subject study • As a result this is a between sport study • But found no significant differences in GPA between sports • Lack of Division I and II schools • Many more male participants • Many more in-season participants

  20. Future Directions • A study involving the differences in Division I, II, and III athletes’ GPA • Also examine each division’s in vs. out-of-season GPA • Focus on coach’s as well as teacher’s attitudes and influences on their athletes

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