Abstract
The purpose of this study was to examine the effects of sport participation on locus of control and academic performance among eighth-grade students. In the analysis, particular attention was placed on the differential effects of sport participation of racial and linguistic minority groups who often times lag behind. Participants were eighth graders from the Early Childhood Longitudinal Study–Kindergarten Cohort (2006). Data were analyzed by employing path analysis with partial least square estimation and group analyses. Results showed the positive effects of sport participation on locus of control and reading and math performance among white and Hispanic groups while the effect was not significant for black and non-English-speaking students.
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