Dissertation/Thesis Abstract

The Effect of Parental Involvement on Student-Athlete Academic Performance, Academic Self- Efficacy, Functional Independence, and Achievement of Adulthood Criteria
by Gardner, Grace Harris, Ed.D., University of Montana, 2018, 138; 10826234
Abstract (Summary)

Parental involvement in student- athletes’ lives is ubiquitous and important. Despite efforts of many to determine the best means for student-athletes to succeed academically, little is known about the relationship between levels of parent involvement and an athlete’s ability to succeed academically. Having an involved, but not over-involved, parenting relationship is key to having their children develop the necessary academic skills to be ready for the realm of collegiate athletics.

The purpose of this non-experimental quantitative analyses of NCAA Division I student-athletes in the Big Sky Conference was to examine the relationship (if any) among parental involvement, academic performance, academic self-efficacy, functional independence, and the achievement of adulthood criteria. Participants included four hundred and sixty-one student-athletes from a population of 3,000 representing ten different institutions.

An independent t-test was conducted to explore the difference between student-athletes’ GPAs with a high and low amount of parental involvement. Findings revealed no statistically significant differences between a high and low level of involvement and student-athletes’ GPAs. Three non-parametric Spearman Rho tests were employed to determine the relationship between parent involvement and academic self-efficacy, functional independence and the achievement of adulthood criteria. Findings revealed a positive, and strong or medium correlation among all three tests. Further analyses through three one-way ANOVAs indicated that student-athletes with the highest level of parent involvement had the lowest GPA’s and student-athletes with a medium amount of involvement had the highest GPA’s. Additionally, student-athletes with the highest academic self-efficacy had the highest cumulative GPA’s.

Future studies should include a random sample that contains a more diverse representation of student-athletes with below a cumulative 3.0 GPA. Future studies should also use a mixed methods approach with parents that include further analyses of involvement.

Indexing (document details)
Advisor: O'Reilly, Frances L.
Commitee: Dorsch, Travis, Hollist, Dusten, Kero, Patty, Matt, John
School: University of Montana
Department: Educational Leadership
School Location: United States -- Montana
Source: DAI-A 79/10(E), Dissertation Abstracts International
Subjects: Education, Higher education
Keywords: Academic self-efficacy, Adulthood, Functional independence, Intercollegiate athletics, Parent involvement, Student-athlete
Publication Number: 10826234
ISBN: 978-0-438-00893-9
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