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The Impact of Learning Styles on Academic and Athletic Motivation in Collegiate Athletes.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	The Impact of Learning Styles on Academic and Athletic Motivation in Collegiate Athletes./
Author:	Hart, Kayleigh Kathleen.
Description:	1 online resource (88 pages)
Notes:	Source: Masters Abstracts International, Volume: 85-06.
Contained By:	Masters Abstracts International85-06.
Subject:	Kinesiology. -
Online resource:	click for full text (PQDT)
ISBN:	9798381096569

The Impact of Learning Styles on Academic and Athletic Motivation in Collegiate Athletes.
Hart, Kayleigh Kathleen.

The Impact of Learning Styles on Academic and Athletic Motivation in Collegiate Athletes. - 1 online resource (88 pages)

Source: Masters Abstracts International, Volume: 85-06.

Thesis (M.S.)--California State University, Long Beach, 2023.

Includes bibliographical references

College student-athletes balance the demands of sport and higher education; high levels of motivation are necessary for success in both spaces. Studies have evaluated learning styles and academic motivational outcomes in college student athletes but there is a need to explore how motivation impacts both academic and athletic success. The present study examined the relationship that academic, student athletic, and career athletic motivation had with learning styles and major (STEM vs. non-STEM). NCAA Division I, II, III, and Club college athletes (Mage= 19.88) took the Grasha-Reichmann Student Learning Style Scale and Student Athletes Motivation toward Sports and Academics Questionnaire. Learning styles were grouped into intrinsic (independent, participant, and collaborative) and extrinsic (dependent, avoidant, and competitive) styles. There were positive relationships between intrinsic learning style and both student athletic (r = .19, p = .02) and academic (r = .30, p < .001) motivation. Extrinsic learning styles were positively correlated with career athletic (r = .27, p = .001) and student athletic (r = .16, p < .05) motivation but negatively corelated with academic motivation (r = -.17, p = .03). Athletes in STEM majors (M = 3.88, SD = 0.36) had significantly higher academic motivation than non-STEM majors (M = 3.66, SD = 0.40), t(182) = 3.85, p < .001. Athletes in non-STEM majors (M = 4.00, SD = 0.88) had significantly higher career athletic motivation than STEM majors (M = 3.56, SD = 0.91), t(182) = -3.29, p = .001. Findings indicate that being more independent, participant, and collaborative in class is related to motivation in school and in student athletic endeavors. Pursuing a STEM major is related to higher academic motivation than athletes in non-STEM majors. Encouraging student-athlete learning autonomy via education/intervention could improve intrinsic motivation in sport and classes, though more studies are needed to further explore these relationships.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798381096569Subjects--Topical Terms:

721210
Kinesiology.
Subjects--Index Terms:

Sport educationIndex Terms--Genre/Form:

554714
Electronic books.

The Impact of Learning Styles on Academic and Athletic Motivation in Collegiate Athletes.
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520 $a College student-athletes balance the demands of sport and higher education; high levels of motivation are necessary for success in both spaces. Studies have evaluated learning styles and academic motivational outcomes in college student athletes but there is a need to explore how motivation impacts both academic and athletic success. The present study examined the relationship that academic, student athletic, and career athletic motivation had with learning styles and major (STEM vs. non-STEM). NCAA Division I, II, III, and Club college athletes (Mage= 19.88) took the Grasha-Reichmann Student Learning Style Scale and Student Athletes Motivation toward Sports and Academics Questionnaire. Learning styles were grouped into intrinsic (independent, participant, and collaborative) and extrinsic (dependent, avoidant, and competitive) styles. There were positive relationships between intrinsic learning style and both student athletic (r = .19, p = .02) and academic (r = .30, p < .001) motivation. Extrinsic learning styles were positively correlated with career athletic (r = .27, p = .001) and student athletic (r = .16, p < .05) motivation but negatively corelated with academic motivation (r = -.17, p = .03). Athletes in STEM majors (M = 3.88, SD = 0.36) had significantly higher academic motivation than non-STEM majors (M = 3.66, SD = 0.40), t(182) = 3.85, p < .001. Athletes in non-STEM majors (M = 4.00, SD = 0.88) had significantly higher career athletic motivation than STEM majors (M = 3.56, SD = 0.91), t(182) = -3.29, p = .001. Findings indicate that being more independent, participant, and collaborative in class is related to motivation in school and in student athletic endeavors. Pursuing a STEM major is related to higher academic motivation than athletes in non-STEM majors. Encouraging student-athlete learning autonomy via education/intervention could improve intrinsic motivation in sport and classes, though more studies are needed to further explore these relationships.
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