Title

Does Participation in Individual or Team Sports Impact Academic Achievement Due to More Developed Metacognitive Self-Regulatory Skills?

Document Type

Thesis

Degree Name

Master of Science (MS)

Department

Psychology

Date of Award

Spring 2016

Abstract

Researchers have begun to consider the possibility that the development of self-regulated learning skills may transfer learning in other domains such as sports or music. Understanding the role of such domains and their contribution to the development of self-regulated learning skills provides the opportunity to develop programs (e.g., providing metacognitive tools or workshops on self-regulation skills to students) designed to increase academic performance. The few studies that have been published on self-regulated learning in sports tend to focus on differences between novice and expert athletes during adolescence. However, there remains a void in research considering the impact of athlete type and self-regulated learning skills and how this relates to academic performance among college students. Knowledge in this area could offer more insight into environments that may increase self-regulated learning. The purpose of this study was to examine the relationship between type of sport participation and self-regulatory skills on academic achievement among student athletes. Ninety NCAA Division II athletes at a university in the southern United States with approximately 6,000 undergraduate students completed the self-regulated learning self-report scale (SRL-SRS) to determine their level of self-regulated learning skills, as well as a demographic survey. Individual and team sport athletes reported similar GPAs. While the findings did not demonstrate superior self-regulated learning skills between athlete type (i.e., individual versus team sport) on the total score of the self-regulated learning skills instrument or the majority of the subscales, the results observed higher scores for individual sport athletes on the planning subscale. Additionally, scores on the self-monitoring subscale were a predictor of self-reported GPA. Future researchers should further examine the relationship between self-monitoring and athlete type, examining the relationship between goal-setting or motivation as additional factors predicting academic performance.

Advisor

Lacy E. Krueger

Subject Categories

Psychology | Social and Behavioral Sciences

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