Male Student-athletes Research Articles

Brazilian student-athletes' perceived possession of dual career competencies

Dual career is defined as a career with the major foci on sport and studies or work. Dual career competencies are all the skills and attitudes that allow athletes to balance their educational development to their sports careers. This study aimed to investigate the differences in perceived possession of competencies (Dual Career Management; Career Plan; Emotional Awareness; Social Intelligence and Adaptability) between Brazilian student-athletes of both sexes, types of educational institutions (TEI) – private and public, and educational level (EL) – secondary and higher education. 745 Brazilian student-athletes (Mage = 17.3 ± 5.4; 54% female; 8% student-athletes with disabilities) completed the Brazilian version of the Dual Career Competency Questionnaire for Athletes. The results showed statistically significant outcomes in the main effect for sex and EL. Female student-athletes from public TEI (M = 4.23 + 0.38) presented higher perceived possession for Dual Career Management when compared to male student-athletes from the same categorization of TEI (M = 4.03 + 0.04). Female student-athletes from private TEI reported lower perceived possession for Emotional Awareness (M = 3.73 + 0.04). The results of this investigation can support (1) coaches, family, stakeholders in general and the student-athletes themselves in better grasping and optimizing their attitudes towards dual career and (2) researchers advance knowledge in this very recent area in Brazil. Keywords: dual career, student-athlete, competencies, education, sports training

Athlete Identity and Satisfaction of Student-Athletes in Selected Universities in Kenya

Strong athlete identity and satisfaction with being an athlete are linked to better performance. This is because student-athletes are more motivated and feel a sense of belonging. However, research on how these factors connect with details like gender or competition level in student-athletes, especially in Kenya, is lacking. Using an analytical cross-sectional design and the Athletic Identity Measurement Scale-Plus (AIMS-Plus) and Athlete Satisfaction Questionnaire (ASQ), this study examined the relationship between athlete identity and satisfaction among university student-athletes in relation to gender, year of study, and level of competition. A total of 309 (52.4% males and 47.6% females) Kenyan university student-athletes participated in the study. Results revealed females had a slightly stronger athlete identity (4.00 ± 0.478) than male student-athletes (3.93 ± 0.503), but there was no significant correlation between gender and athlete identity. Similarly, females had higher athlete satisfaction (4.24 ± 0.443) than male student-athletes (4.09 ± 0.576), and the relationship between gender and athlete satisfaction was statistically significant (p =.017). Investigated demographic characteristics only explained (3.5%) variance in student-athlete identity (R2 adjusted =.035, F (4, 263) = 3.391, p =.010) and (3.2%) in athlete satisfaction (R2 adjusted =.032, F(4,263) = 3.210, p =.013). The study concluded that universities should provide enhanced training facilities, regular competition opportunities, and a supportive environment for athletes in low-level competitions. Future research could address athlete identity beyond demographics such as coach leadership, education goals, team task contribution, and variables that provide a more comprehensive understanding of athletic identity and satisfaction.

Toward a more culturally nuanced approach to assessing athletic and exercise identities in sport psychology research: a confirmatory factor analysis approach with South Korean male student-athletes

ABSTRACT The identities of “athlete” and “exerciser” share conceptual similarities but can be differentiated by the ways in which their respective objectives, motivations, and intentions significantly diverge. However, there is a gap in the literature addressing the ambiguity and inconsistent use of these terms in the context of South Korea. The linguistic discrepancy in how these terms are conceptualised and operationalised has important implications for the study of athletes’ long-term health and well-being, where a nuanced perspective on identity is necessary for understanding physical activity behaviour and health outcomes through the transition out of competitive sport. Therefore, the purpose of this study was to refine the terminology used in the previously translated versions of the Athletic Identity Measurement Scale and Exercise Identity Scale and examine whether refined questionnaires appropriately represent similar but distinct concepts. Using software program R, this aim was addressed through a two-factor confirmatory factor analysis of the measurement scales within a sample of South Korean male student-athletes (N = 232, Mage = 19.93 ± 1.22 years). Global fit indices of the final model demonstrated acceptable fit χ2 (101) = 208.512, p < .01, CFI = .95, RMSEA = .07 (90% Confidence Interval: .06 – .08), SRMR = .06 and the local fit indices further supported convergent and discriminant validity of the scales within the sample. Recognition of cultural differences and nuances related to the terms “athlete” vs. “exerciser” and “sport” vs. “exercise” is important for fostering a comprehensive understanding of these identities within sport and exercise psychology research.

Development of Mental Toughness among Basketball Sports School Students.

The development of mental toughness in student athletes within sports schools is crucial for identifying strengths and improving weaknesses to optimize performance. This study aimed to assess the effectiveness of a mental toughness development program for basketball sports school students. Sixty-two male student athletes, aged 15.83 ± 0.37 years, participated, with 30 in the experimental group and 32 in the control group. They completed the Mental Toughness Questionnaire 48 (MTQ48) before and after the 6-week intervention program. Pearson's correlations were calculated for study variables. A repeated measures MANOVA followed by one-way ANOVA analyzed differences in mental toughness skills between groups and over time. Results showed a significant effect of the intervention program on mental toughness skills, with small and medium effect sizes. Post-program, the experimental group exhibited higher levels of various skills compared to controls, including skills related to challenge, commitment, emotional control, life control, overall control, self-confidence in interpersonal interactions, self-confidence in one's abilities, overall self-confidence, and total MTQ48. These findings underscore the utility of interventions for enhancing mental toughness among basketball sports school students, emphasizing the importance of tailored approaches in such intervention programs.

The relationship between explosive power, elbow angle, and jump height with smash accuracy in volleyball games; correlational studies

Background. Smash is synonymous with powerful punches and swift dives. Accuracy stands as the primary factor that holds significant importance.&#x0D; Purpose. The purpose of this study is to investigate the relationship between the independent variables, namely explosive power, elbow angle, and jump height, and the dependent variable, which is smash accuracy.&#x0D; Methods. Descriptive research design with correlational methods. This research involved a group of 15 male student athletes, whose age (M ± SD = 21.27 ± 1.163 years) and height (M ± SD = 167.67 ± 1.877 cm) were recorded. The sampling technique used purposive sampling, with certain criteria. Prerequisite tests such as normality test and linearity test were conducted, followed by hypothesis testing. The data was analyzed using SPSS 26.0.&#x0D; The results. The results demonstrate a significant and simultaneous asscosiation between the independent variable and the dependent variable, as indicated by the observed significance value of 0.015 &lt;0.05. The data output reveals a simultaneous correlation coefficient of R = 0.776, with a determination coefficient of Rsquare = 0.601, indicating that 60.1% of the variation in the dependent variable can be explained by the independent variables. The remaining 39.9% is attributed to and explained by factors other than the independent variables.&#x0D; Conclusions. The findings and discussion of the research demonstrate a noteworthy association between explosive power, elbow angle, and jump height, and the accuracy of smashes in volleyball. As a result, this study presents substantial evidence supporting the significant contributions of explosive power, elbow angle, and jump height to smash accuracy.

Height, Push-Off Angle, Explosive Power: Do they Correlate with Volleyball Athlete Jumping Performance?

Background and Study Aim: Jump performance is the main asset in attacking volleyball. Jump performance is influenced by various factors that affect this indicator, such as body balance, upper and lower body coordination, as well as explosive power. The purpose of this study was to investigate the relationship between height, push-off angle, explosive power, and jumping performance in volleyball student athletes. Material and Methods: The method used was a correlational, 7 male volleyball student athletes as samples (age = 21.00 ± 1.732 years, height = 167.86 ± 1.864 cm). Sampling technique used is purposive sampling, Shapiro-Wilk and Levene's test to determine normality and homogeneity. Data calculations were processed using the help of IBM SPSS version 26.0., with decision making p &lt; 0.05. Results: Variable Push-Off Angle and Explosive Power show significant results (p &lt; 0.05). The Pearson correlation value for Push-Off Angle is -0.781, while the correlation value for Explosive Power is 0.908. Conversely, the variable Height does not show significant results (p &gt; 0.05), with a Pearson Correlation value of -0.334. The findings indicate that the aspect of Explosive Power provides a significant contribution with a positive relationship. This is followed by the aspect of Push-Off Angle, but the results show that this aspect provides a moderate contribution with a negative relationship. Additionally, the aspect of Height shows a negative relationship and a low contribution value. Conclusions: The Study’s findings conclude that Push-Off Angle and Explosive Power have a significant correlation and play a crucial role in enhancing Jump Performance. However, Body Height does not exhibit a significant correlation with Jump Performance. These findings also conclude that the aspect that plays a crucial role in jump performance is explosive power.

Gender differences in concussion-related knowledge, attitudes and reporting behaviors of varsity athletes.

Concussion is a pathophysiological process that occurs due to a traumatic biomechanical force. Concussions are an "invisible" and common traumatic brain injury with symptoms that may be underestimated. This necessitates fundamental improvements in public knowledge specifically addressing young university athletes and different genders. This cross-sectional study aimed to explore the possibility of gender differences with respect to university student athletes' concussion knowledge, attitude and reporting behaviors. We hypothesized that there should be no significant difference in concussion knowledge among male and female student athletes; however, females would show a more positive attitude and more reporting behaviors than male student athletes. Overall, 115 university athlete students completed a survey questionnaire; we eliminated some participants based on required inclusion criteria of Rosenbaum Concussion Knowledge and Attitude Survey-student version (RoCKAS-ST). Our final analysis consisted of 96 participants: 20 males (mean age 21.15 years) and 75 females (mean age 22.36 years). This study included questions about the athletes' given reasons for reporting or not reporting a concussion. Additionally, 33 RoCKAS-ST questions on Concussion Knowledge Index (CKI) with fair test-retest reliability (r=0.67) and 15 items on Concussion Attitude Index (CAI) with satisfactory test-retest reliability (r=0.79) were provided. Males reported more sources for learning about concussions and more sport-related reasons for reporting a concussion than females (P<0.05). Both genders provided equal numbers of reasons for neglecting a concussion report or not disclosing a concussion for the sake of others (i.e., family, teammates or the coach). Out of 16 given reasons for not reporting a concussion, males significantly chose sport-related reasons over female athletes (P<0.05). Additionally, by looking at the two components of RoCKAS-ST, the independent t-test results showed no significant gender-based differences in concussion knowledge and attitude indices (P>0.05). Nevertheless, females were less optimistic about evaluating other athletes' attitude over concussion reporting (P<0.05). Our study indicated that concussion knowledge is not gender biased among Canadian university athletes; however, more investigation is required to learn how safe environments for concussion disclosure could encourage reporting the symptoms in varsity athletes, especially in males who are more susceptible to not reporting a concussion to not miss their sport-related goals.

Factors Influencing Time to Return to Learn Among NCAA Student-Athletes Enrolled in the Concussion Assessment, Research, and Education (CARE) Study.

The aim was to describe the demographic and post-injury factors that influence time to return to learn (RTL) among student-athletes enrolled in the Concussion Assessment, Research and Education (CARE) Consortium. A total of 47,860 student-athletes enrolled in the National Collegiate Athletic Association-Department of Defense (NCAA-DoD) CARE Consortium study from 2014 to 2020, with 1485 sport-related concussions (SRCs) analyzed in the present dataset. Demographic and post-injury characteristics were calculated using descriptive statistics, followed by Kaplan-Meier estimates to examine median time to return to normal academic performance (i.e., RTL) by sex (male, female), baseline psychiatric conditions (depression, anxiety) and/or learning disorder, NCAA division (I, II, III), SRC history (0, 1, 2, 3+), NCAA sport category (contact, limited contact, non-contact sport), and median difference in baseline/post-injury symptom severity scores (< 21, ≥ 21). Further, a multivariable zero-inflated negative binomial (ZINB) regression model was used to examine their association with RTL. Overall, time to RTL (mean = 4.96 ± 8.24days, median = 3.0 [interquartile range = 0.0, 6.0] days) was found to be influenced by several factors resulting in earlier trajectories. Notably, nearly 25% of the sample demonstrated immediate RTL (i.e., 0days). Among student-athletes who did not immediately RTL, males demonstrated a decreased rate in RTL (rate = 0.79; 95% CI 0.66-0.96) compared to females. Further, student-athletes with a ≥ 21 change in symptom severity score (post-injury baseline) demonstrated a higher rate of RTL (rate = 1.47; 95% CI 1.21-1.79) compared to student-athletes with a symptom severity change score < 21. Lastly, male student-athletes demonstrated two times higher odds (odds ratio = 1.95; 95% CI 1.02-3.73) of immediate RTL compared to female student-athletes. No other covariates were associated with time to RTL. Collectively, the present findings suggest a rapid return to the classroom following concussion. Specifically, males demonstrated higher odds of time to RTL, whereas those with greater differences in symptom severity resulted in a higher rate of time to RTL among those who did not immediately RTL. Ultimately, these findings support prior work emphasizing an individualized approach to SRC management.

Racism and black male student-athlete experiences in a Canadian University

ABSTRACT This study investigates anti-Black racism and the experiences of Black male student-athletes. Specifically, using counter-stories we examine Teshawn’s experiences as a Black male former student-athlete on the varsity football team. In doing so, we also draw on the experiences of other Black student-athletes through a publicly commissioned report detailing incidents of anti-Black racism at the same university. The first composite counter-story ‘Get Out of the Drill!’ highlights racism by the white coaches and the implications for Black student-athletes in their current and future athletic opportunities. The second story, ‘Don’t Listen to Them. Block the Noise!’ highlights racism by the white coaches and white teammates and the negative implications it has on the Black male student-athletes’ academic success. Finally, the third story ‘Racist Jokes and Slurs are Never-ending’ emphasizes the declining mental health and fatigue of Black male student-athletes as reports of racism are ignored and mishandled by the institution.

Development, feasibility, and acceptability of SPoRT: a dating violence and sexual risk prevention intervention for college student-athletes

BackgroundStudent-athletes are one subgroup of college students in the USA at risk for dating violence and sexual risk behaviors. Despite this, research on student-athletes’ dating behaviors is limited; existing research pertains primarily to the National Collegiate Athletic Association (NCAA) Division I athletes and focuses on male student-athletes as perpetrators of dating and sexual violence. While some existing programs aim to reduce dating violence and promote healthy relationships, these programs are education based, and not tailored to the specific strengths and challenges of student-athletes. We therefore designed Supporting Prevention in Relationships for Teams (SPoRT), a novel, four-session prevention intervention for Division III student-athletes of all genders to reduce dating violence and sexual risk behavior by targeting knowledge and skills identified in pilot research, incorporating psychoeducation with techniques from cognitive-behavioral therapy, mindfulness, bystander intervention, and normative feedback.MethodsThis study represents stage 1 of the National Institutes of Health (NIH) Stage Model for Behavioral Intervention Development, evaluating the feasibility and acceptability of SPoRT. We describe the development, content, and proposed delivery methods for SPoRT and evaluated the feasibility and acceptability of the program using a mixed-methods approach. Thirty college student-athletes (12 men, 18 women) completed questionnaires and participated in focus groups to provide feedback on the program’s length, timing, group size and dynamics, content, and suggestions for making the SPoRT prevention intervention more feasible and acceptable.ResultsOur recruitment procedures were successful, and participants rated the program as feasible in terms of delivery methods and logistics. Participants liked that SPoRT was developed based on pilot data collected from student-athletes, brief, and skills based and tailored to athletic team needs. SPoRT was perceived as appropriate and relevant to student-athlete needs in terms of dating violence and sexual risk prevention knowledge and skills. Most participants (63%) rated the program as “excellent” and said they would recommend it to others.ConclusionsWe found SPoRT to be both feasible and acceptable in terms of content and delivery. Suggested modifications will be incorporated into the SPoRT healthy relationships prevention intervention to be tested in an NIH Stage 1 efficacy trial.

Conservative Approach to Treating American Football Players With Medial Collateral Ligament Grade 2 Sprain During the Season.

The medial collateral ligament is the most commonly injured ligament in the knee. The high-speed pivoting and agility movements that are common in the sport of American Football put participants at an increased risk for a valgus force stress from contact or noncontact injuries. Positional release therapy (PRT) also considered strain/counterstrain focuses on releasing the tension in a tissue through unloading the involved body part. Two male student-athletes participating in football with a mean age of 20.5years were diagnosed by a physician with medial collateral ligament grade 2 sprain. Both patients sustained their injuries in a regular season game with a contact valgus force from an opposing player. After the initial 72hours of compression, elevation, and cryotherapy, the patients were both treated with PRT followed by progressive loading exercises. Following 4 treatment sessions of PRT over the next 6days, the patients started with quadriceps engagement exercises, single-leg squats to 60° knee flexion, side steps, triceps dips, slow controlled lunges, and toe walk. The patients progressed to full body weight squats, single-leg landing, step-up tri-extension, and sidekicks with a leg on table. Then, the patients completed function movements and sports-specific exercises. In this case series, 2 patients competing in intercollege American Football were treated with PRT and progressive loading exercises to facilitate return to unrestricted activities and improve outcome measures. Commonly, a grade 2 medial collateral ligament sprain is conservatively treated with return to sport taking 20days on average. In this type 2 case series, the clinician found success utilizing PRT early in the recovery process, which in these 2 cases lead to restoration of function, outcome measure improvement, and an expedited return to sport. The expedited return to sport occurred at an average of 18days for these patients.

“Breaking the mould”: Resisting the stereotypes of being a Black Canadian student-athlete

&lt;p&gt;This article examines how stereotypes operate in the social construction of Black Canadian male student-athletes and how those stereotypes frame these students’ lived experiences in relation to race, athletic ability, and academic performance. From qualitative interviews with twenty current and former Black Canadian student-athletes, we found that they largely resisted and challenged the stereotypes of being primarily athletes and less students. In various ways, they sought to demonstrate that they possessed the skills needed to be academically successful students with the ability to balance their athletic and academic responsibilities and commitments. This was evident in their having obtained the required grades to enter university, receiving athletic scholarships, maintaining playing eligibility, graduating from university, and going on to pursue graduate studies.&lt;/p&gt;

THE EFFECTS OF PERSONALITY TRAITS AND EMOTIONAL INTELLIGENCE ON EMOTIONAL INFORMATION PROCESSING SPEED

In this present study, we aimed to explore whether personality traits within the Big Five model and trait emotional intelligence may have the ability to predict the response speed to emotional stimuli in athletes. We also investigated whether athletes' response speed may differ due to the stimuli's emotional content. The sample included 62 male student-athletes who participated in the study. Participants first completed measures of personality and emotional intelligence. Afterward, they completed an experimental task to measure response speed to emotional stimuli. In this experiment, participants responded to neutral, positive, or negative emotional pictures selected from the International Affective Picture System (IAPS). Results demonstrated that extraversion and neuroticism were not correlated to response speed to emotional stimuli. However, consistent with our predictions, openness to experience was associated (p&lt; .01) with the emotional information processing speed of positively valenced stimuli. Besides, the appraisal of emotions dimension of the trait emotional intelligence was also significantly and negatively correlated to response speed to positively valenced pictures. Although the present study provided only partial support for our predictions regarding the link between emotional information processing speed, personality, and emotional intelligence, our results have some preliminary implications for both researchers and practitioners. Accordingly, our study showed that openness to experience and appraisal of emotions might be a valuable construct for a better understanding individuals' responses to positive emotional stimuli and previously known personality traits.

Barriers to and Facilitators of Collegiate Athletes Seeking Mental Health Services.

Approximately 1 in 5 student-athletes experience some type of mental health concern. However, fewer than half of student-athletes who report mental health concerns seek mental health treatment (ie, psychotherapy or medication). Data concerning barriers to student-athletes seeking mental health care are limited but suggest that stigma is the primary reason. Further, whether having shared identities with their sport psychologists (eg, race and gender) encourages student-athletes to seek help has been minimally explored. To determine the frequency of internal and external barriers to athletes seeking mental health care and examine the importance of athletes and sport psychologists sharing identities as a facilitator of seeking help. Cross-sectional study. Collegiate athletics. A total of 266 student-athletes (53.8% women, 42.5% White) from a National Collegiate Athletic Association Division I university. Student-athletes responded to 9 binary (yes or no) prompts related to internal barriers (eg, beliefs and attitudes about mental health) and 7 reflecting external barriers (ie, different stakeholders, such as the head coach). Regarding facilitators of mental health help-seeking, student-athletes rated how important it was for them to share each of 10 identities with their sport psychologist from 1 (not at all important) to 5 (extremely important). All identified barriers and facilitators were derived from existing research. Differences were found in athletes' ratings of internal and external barriers. For example, a belief in one's own reliance and not having enough time were significant barriers, as was their head coach having a negative attitude about the importance of mental health. Female student-athletes rated sharing a gender identity with their sport psychologist as more important than did male student-athletes. Despite efforts by the National Collegiate Athletic Association to reduce the stigma surrounding mental health, persisting barriers within collegiate sports may keep athletes from seeking help.

Relationship between self-determination theory and flow in the domain of sports and academics among student-athletes

The purposes of the present study were to examine the domain specificity of flow and its relationships with different motivation regulations in sport and academic. The sample consisted of 224 competitive student-athletes (126 males, 97 females, 1 missing) from Singapore universities with mean age of 22.73 years (SD = 2.76). Data was collected through a self-reported questionnaire to assess seven motivation types in Self-Determination Theory (SDT) and flow disposition in sport and academic domains. Findings revealed that there is a positive link between flow in sport and in academic at a cross-domain level. In addition, male student-athletes reported higher flow tendencies in both sports and academics. Male student-athletes in individual sport reported higher intrinsic motivation (IM) to accomplish and flow tendencies than male in team sport, but female student-athletes in team sport reported higher IM to accomplish and flow tendencies to accomplish than individual sport. IM to experience stimulation positively predicted flow in sport, while in academic domain, IM to know and identified regulation are positive predictors of flow. The findings of this study showed that IM to experience stimulation in sport and academic domains could positively predict flow.

The effect of training methods and lung vital capacity on vo2max in student futsal athletes

This study investigates the effect of extensive, intensive interval training methods and the vital lung capacity of futsal athlete students to improve the vo2max. This type of research was quasi-experimental with a 2x2 factorial design. 24 male student futsal athletes, age 15.95±0.55, height 164.61±6.90, and weight 53.23±8.11, met the inclusion criteria, signed informed consent and participated in this study. The interventions were extensive interval training methods for running on a 20-meter track and intensive interval training for running on a 100-meter track. Treatment is done 16 times, three times a week, and progressive sets, repetitions, time, and rest. Vo2max was measured with a multistage fitness test, and lung vital capacity was measured with spirometry SP70B. Data analysis used two-way ANOVA, the data was tested for normality and homogeneity. The study showed that extensive pretest 37,53±1,37 and posttest 50,68±1,00 (p=0.05), and intensive pretest 37,04±1,45 and posttest 49,18±1,37 (p=0.05) interval training improves VO2Max, repestivully. There is no interaction between extensive and intensive training methods on lung vital capacity. The study concludes that extensive and intensive training methods are useful to improve the vo2max of students' futsal athletes. The extensive interval training method is more effective in improving vo2max.

Masculine Drinking Norms and Alcohol Use in a National Sample of NCAA Male Student-Athletes.

Participation in sports can increase young adults' risk for heavy alcohol use and related consequences. Among student-athletes, more men report heavy drinking than women. These gender differences may reflect men's expression of masculinity which can encompass excessive consumption. While a growing body of research indicates that general masculine norms are positively associated with alcohol use and consequences among men, the extent to which alcohol-specific masculine norms can increase student-athletes' risk for elevated drinking and related outcomes is not yet known. Thus, we examined how masculine drinking norms are associated with alcohol use and related consequences while accounting for demographics and multiple dimensions of general masculine norms. 1,825 NCAA student-athletes (White=79%, Mage=20.1/SDage=1.3; 50 colleges/universities) completed a confidential online survey which included questions regarding masculine drinking norms of excess and control and conformity to general masculine norms. We created latent constructs and tested a path model in SEM. Results indicated that, after accounting for demographics and multiple dimensions of general masculine norms, the masculine drinking norm of excess was positively associated with alcohol use and consequences. Conversely, control was negatively related to alcohol use but unrelated to consequences. Compared to control and other dimensions of general masculine norms, excess was most strongly related to alcohol use and consequences. A move from assessing general masculine norms toward alcohol-specific masculine norms can further researchers' and practitioners' knowledge of masculine norms and their link to drinking behaviors, and enhance the application of masculine norms in alcohol intervention and prevention programs.

Achievement Motivation and Academic Success: A Study of Student-Athletes in a Malaysian Sports School

Despite excelling in competitive sports, student-athletes have consistently underperformed academically despite empirical evidence suggesting a positive impact of regular physical activities on learning and memory. Reports show that their exam performance is just above the passing marks and that they need help to look for jobs. Thus, this research investigates the relationships between achievement motivation and academic achievements in a Malaysian sports school context. This study was conducted on 282 secondary school-aged student-athletes. Participants were selected using stratified random sampling to ensure all age groups were covered. A series of Pearson's Correlation Coefficients were performed to determine the relationships between achievement motivation and academic achievements in four core subjects – Bahasa Melayu, English, Mathematics, and Science. Motivation seems to be a factor that has a significant relationship with academic achievement in all four core subjects. Based on the data, male student-athletes have higher amotivation levels. Intrinsic and extrinsic motivation have positive correlations with language subjects and negative correlations with amotivation. Intrinsic motivation towards accomplishment was an additional significant predictor for the Science subject. In sum, the main findings of this study suggest that motivation plays a significant role in affecting student outcomes in the four core subjects, but especially in language subjects, shedding new light on issues about student-athletes' academic achievement. This study has demonstrated that motivation plays an integral part in improving student-athletes' academic achievement in the current sample; thus, schools should prioritize addressing the lack of this fundamental driving force that energizes and directs student behaviour toward achievement over other enrichment programs. Policyholders such as school boards should also focus more on motivational programs to help improve the students' overall performances.

중학교 학생선수의 학습권 보장에 대한 인식과 인식 형성에 미치는 영향에 관한 탐색적 연구

Purpose: The purpose of this study is to investigate the perceptions of student-athletes regarding the guarantee of their right to study, and to identify the factors that have influenced their perception formation. Through this, we intend to find the fundamental data necessaryto construct an institutional policy to reinforce and/or improve the student-athletes’ consideration of the right to study.BR Method: In this study, using purposeful sampling, six male student-athletes with different characteristics were selected from the student players who belong to the baseball club of a middle school located in the Chungcheong province. For data collection, various qualitative data were collected and analyzed through in-depth interviews, personal documents from open questionnaires, and focus group interviews. In order to analyze the collected data, inductive category analysis was performed through constant comparison, following the procedures of open coding, axial coding, and selective coding. In order to ensure the accuracy of the collected data and to enhance the validity of the resulting research findings, triangulation was conducted using various data sources, including individual in-depth interviews, personal documents, and focus group interviews. Also, among the strategies to increase the validity suggested by Merriam (1998), various techniques, such as peer review and member check, were employed.BR Results: The results of this study were classified into three major categories: ‘the meaning of study for me,’ ‘my view on learning,’, and ‘factors affecting the formation of considerations of the right to study’. In the ‘meaning of studying for me’ classified into the first broad category, both positive and negative perceptions about guaranteeing the right to study appeared. In the second major category, ‘my view on learning’, the participation attitudes in the period approaching the competition and the off-season period were different. It is likely that it does not occur in normal classes. Third, ‘factors related to educational context’ and ‘factors related to the educational system’ appeared in ‘factors affecting the formation of consideration of the right to study’. In the factors related to the educational context, parents and instructors had a positive effect, while in the factors related to the educational system, the minimum academic achievement system and e-school system had a negative effect.BR Conclusion: There is a need for the interest of parents and instructors and more effective institutional improvement to help student athletes form awareness of the significance of right for learning.

Perception of Virtual Learning Among Student Athletes: Differences by Gender and Age

Aside from sports practice, student athletes are required to study on campus, sometimes learning was carried out online. Surabaya State University develops online learning and is named Virtual Learning Surabaya State University, abbreviated as Vinesa. The application of Vinesa needs to get a response from users, one of whom is a student athlete. Therefore, this study aims to determine student athlete perceptions of Vinesa. A cross-sectional approach was used in this research. A total of 125 student athletes were involved in this study (86 male, 39 female, age range of 19–24 years). The research instrument used was the Vinesa perception scale. The data analysis technique uses descriptive statistics. The calculation produces 5 categories, namely very good, good, moderate, less, and very less. The results show that majority of student-athlete perceptions of Vinesa are at a moderate level, namely 45.6%. There was no difference in perception of vinesa in the adolescent and early adult age groups also between male and female student athlete. Based on these results, the Vinesa development team needs to make improvements to the server to make it more accessible. In addition, it is necessary to complete the application usage guide so that it is easier for Vinesa users to understand.