Type of Document Dissertation Author Lyons, Aundrea L URN etd-07092007-132253 Title An Assessment of Social and Academic Integration Among Track and Field Student-Athletes of the Atlantic Coast Conference Degree Doctor of Philosophy Department Sport Management, Recreation Management, and Physical Education, Department of Advisory Committee
Advisor Name Title Jerome Quarterman Committee Chair B. Cecile Reynaud Committee Member Joy Gaston Gayles Committee Member Michael Mondello Committee Member Susan Losh Committee Member Keywords
- Higher Education
- Guidance and Counseling
- Intercollegiate Athletics
Date of Defense 2007-06-27 Availability unrestricted AbstractABSTRACT
Investigations on retention and graduation often focus on the overall issue of student persistence. Research has identified two variables that consistently predict persistence: the studentís ability to integrate academically and socially, and the studentís commitment to degree attainment. There has not been an abundance of supporting research on the subject dealing solely with student-athleteís integration and institutional and degree commitment. Therefore, there were two major purposes of this research. The first purpose was to examine the social and academic integration experiences of track and field student-athletes. The second purpose was to determine whether social and academic integration experiences will influence student-athleteís institutional and goal commitment to member institutions of the National Collegiate Athletic Association Atlantic Coast Conference.
A survey instrument developed by Pascarella and Terenzini (1980), originally designed to measure the integration and institutional and goal commitment constructs of Tintoís model of student departure, was administered to track and field student-athletes enrolled in member institutions of the Atlantic Coast Conference (ACC). Three-way Analysis of variance tests revealed significant mean differences in social integration and academic integration when measured by race. However, no significant mean differences emerged in social integration and academic integration experiences when measured by gender and classification. Additionally, no significant differences emerged in institutional and goal commitment when measured by gender, race, and classification.
Finally, hierarchical multiple regression revealed social integration and academic integration significantly influenced institutional and goal commitment when controlling for background characteristics. Therefore, the results of this study suggest that persistence efforts are applicable to student-athletes. Although student-athletes have a unique academic structure and face the intense athletic demands of competing at a National Collegiate Athletic Association (NCAA) Division IA level, it is important to foster social and academic integration experiences. Moreover, the benefits of positive student-athlete integration experiences will result in a positive interaction between institutional and goal commitment among student-athletes.
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