Exploring the Effects of Demographic and Athletic Variables on the Retention of International Student-athletes
Exploring the Effects of Demographic and Athletic Variables on the Retention of International Student-athletes

Author: Anya Eicher

Publisher:

Published: 2021

Total Pages: 0

ISBN-13:

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Student retention has long been an issue for college and university administrators. While the topic of student retention has been well explored, smaller samples of the student population, such as international student-athletes, have yet to be analyzed. Within the student-athlete research, many scholars state that the significant cultural differences international student-athletes face warrant exploration. Utilizing cultural competency theory (CCT) as the framework, the purpose of this study was to examine athletic and demographic variables to determine if any can predict the retention of international student-athletes through four years. Retention is defined as the continuous enrollment in a college or university every semester for one eligibility cycle, typically four years. Nine independent variables were used to evaluate retention among NCAA Division I international student athletes: gender, location of home country (by continent/region), English proficiency of home country, sport, type of sport (individual or team), scholarship type (headcount or equivalency), coaching change, average team winning percentage, and team winning percentage in final year of competition. Correlation matrices and multiple linear regressions were used to determine (1) if there is a correlation between the variables, and (2) if any of the variables can aid in predicting retention of international student-athletes. Additionally, posthoc cross tabulations were conducted to further explore the significant variables. The results highlighted how certain athletic variables are significant predictors of retention, while demographic variables did not impact retention. Ultimately, the findings from this study have the potential to help college athletic personnel create best practices for developing and retaining international student-athletes.

College Student-Athletes
College Student-Athletes

Author: Michael T. Miller

Publisher: IAP

Published: 2009-07-01

Total Pages: 254

ISBN-13: 1607522160

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This volume is a critical and objective study of the contemporary college student athlete. Framed around the process of recruitment, transition, and support of student athletes in higher education, the volume is a response to societal pressures to reform college athletics. Driven by publicity and the potential for revenue gains, colleges and universities have invested heavily in developing athletic programs, coaches, and facilities. Yet few resources are invested strategically in the personal and intellectual development of student athletes. Written by a team of authors with first-hand experience working with student athletes and transitional programs, the volume argues that institutional attention must be directed at caring for the personal and intellectual growth of student athletes. Highlighting some best-practice curricula and exploring the psychological issues surrounding participating in often highly-competitive athletics, the authors consistently conclude that institutional responsibility is of the utmost and immediate importance. Authors also consider the unique settings of student athletes in community and private liberal arts colleges, demonstrating the broad interest in athletics and institutional competition. The result is an important volume that will be of interest to those who counsel and administer intercollegiate athletic programs, faculty and researchers looking for insightful baseline data on the contemporary student athlete, and those concerned with transitional programs and the future of higher education.

An Investigation of Cognitive and Non-cognitive Variables that Affect Student-athlete Graduation and Retention
An Investigation of Cognitive and Non-cognitive Variables that Affect Student-athlete Graduation and Retention

Author: Lisa D. Campos

Publisher:

Published: 2009

Total Pages: 212

ISBN-13:

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Colleges and universities continue to be held to accountability measures typically related to student graduation rates. Intercollegiate athletic programs are not immune to such accountability measures. For instance, in recent years the National Collegiate Athletic Association adopted the Academic Progress Rate, which holds institutions accountable for the graduation, retention, and eligibility status of its student-athletes. It is the moral obligation of intercollegiate administrators to ensure student-athletes are receiving a quality education culminating in graduation. The recent climate of higher education makes it critical to examine the variables which influence graduation and retention of student-athletes. This study examined student-athletes who entered the University of Texas at El Paso from 1998 to 2001. Using logistic regression analyses, pre-college, demographic, and college variables were investigated to determine which variables influence student-athlete graduation and retention. The independent variables used were: high school core grade point average, scholastic aptitude test score, high school class percentile, ethnicity, gender, parent income level, first semester college grade point average, first year college grade point average, scholarship status, eligibility status, and sport played. Results of the study show, when compared to all other variables, the two most significant variables that predict student-athlete graduation and retention are eligibility status and first-semester grade point average.

Student Athletes
Student Athletes

Author: Jr Frank P. Jozsa

Publisher:

Published: 2018

Total Pages: 286

ISBN-13: 9813275057

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Introduction -- Schools sports programs -- Student athlete population -- Student athletes academic performances -- Athletics environment -- Academics-Sports controversies -- Reforms: academics-sports.

Factors Predicting Student-Athlete Retention and Attrition in Higher Education
Factors Predicting Student-Athlete Retention and Attrition in Higher Education

Author: Jong Eun Lee

Publisher:

Published: 2021

Total Pages: 91

ISBN-13:

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Although there has been a growing body of research on student-athlete retention in higher education, no studies to date have conducted a meta-analysis for investigating predictors of student-athlete retention and attrition. Moreover, the results of existing literature indicate that the factors impacting collegiate athletes' retention are mixed. Since student-athletes are from various backgrounds and different types of schools (e.g., Division I, II, III schools, or community colleges), it is crucial to address a generalized and coherent evidence of numerous factors from the multiple independent studies. Toward that end, conducting a meta-analysis is necessary and critical at this stage. Meta-analysis is the most valuable and effective statistical technique to better understand the factors predicting retention for this specialized subgroup of the higher education student population because it illustrates a quantitative summarization of various factors. Furthermore, meta-analysis allows researchers to compare differences between the retention predictors within a group of collegiate student-athletes from diverse backgrounds and different institutions.A total of 85 independent effect sizes were obtained from the 30 studies on various predictors of collegiate student-athlete retention and attrition. The results of the meta-analysis indicate that personal characteristics of student-athletes, including gender and race are strong predictors of their retention and attrition. The characteristic of the institutions in which student-athletes enroll in public or private schools is also important moderators of retention. Academic variables (standardized tests, high school GPA, high school rank, college GPA, and academic integration) are found to significantly correlate with retention and attrition. When it comes to athletic variables, sport types, changing coaches, playing time, and team success are discovered as moderators. Lastly, institutional supports and services are shown to be predictors of retention and attrition.The study aims to provide school administrators, educators, policymakers, and scholars with generalized evidence for promoting student-athlete retention. The findings of this research will allow them to objectively evaluate factors, their effectiveness, and for whom and under what conditions they are effective. Ultimately, practitioners and educators will be able to implement the outcomes of this study to increase collegiate student-athletes' retention in their educational setting.

The International Student-athlete Transition to College
The International Student-athlete Transition to College

Author: Emily Marie Newell

Publisher:

Published: 2016

Total Pages: 281

ISBN-13:

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International student-athletes (ISAs) are one of the fastest growing subpopulations in intercollegiate athletics, increasing at a rate that is far outpacing the overall student-athlete growth in NCAA Division I intercollegiate athletics. This growth demonstrates the increased need to study this population in terms of the experienced issues during the transition and ways in which colleges and universities, as well as intercollegiate athletic departments, can better support this population for retention and success (NCAA, 2015). This study examines the between group differences of international student-athletes and domestic student-athletes.

Rivalry, Revelry, and Retention
Rivalry, Revelry, and Retention

Author: Charles Hollis Frey

Publisher:

Published: 2018

Total Pages: 187

ISBN-13:

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The purpose of this study was to examine the relationship between Academic Progress Rate and team, athletic department, and institutional characteristics. The conceptual foundation for this study was the Model for Team Academic Progress Rate, which was adapted from the Comeaux and Harrison (2011) Model for College Student Athlete Academic Success. Multiple data sources were compiled to create the athletic team data set. The dependent variables of Academic Progress Rate, team eligibility rate, and team retention rate were correlated against a set of 20 independent variables at the athletic team, athletic department, and institutional levels. The analytic sample consisted of 12,616 NCAA Division I, Football Bowl Subdivision athletic teams participating in 121 public institutions between the academic years of 2005-2006 and 2011-2012. Pearson correlations and multiple linear regression analyses were conducted at each level of inquiry and for each dependent variable. The results of the regressions revealed that gender, sport profile, and athletic aid spending, per student-athlete, had relatively weak relationships with APR and the fully specified model accounted for 14.3% of the variance observed in APR scores. The results of the study could inform future research about the importance of team level characteristics in predicting APR and the variations between the eligibility and retention aspects of APR. This study could also inform academic support programming and policy making for student-athletes and aid in understanding the conditions that lead to greater academic success.

The Relationship Between Residency and Socio-demographics to Academic Performance in NCAA Division I Freshman Athletes
The Relationship Between Residency and Socio-demographics to Academic Performance in NCAA Division I Freshman Athletes

Author: Eric Matthew Snyder

Publisher:

Published: 2009

Total Pages: 132

ISBN-13:

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Numerous studies have been completed on the academic ability of student athletes. Since the mid 1980s, the NCAA has emphasized the importance of academics and mandated more stringent requirements to be able to participate in intercollegiate athletics. These initial-eligibility standards have been successful in increasing overall graduation rates of student-athletes, but there remain a number of concerns. The purpose of the study was to determine if an NCAA D-I freshman student athlete's place of residency on campus, as opposed to off campus, while attending college during his/her freshman year had a statistically significant relationship to achievement as it relates to academic performance. The continued purpose of the study examined the relationship between selected socio-demographic components to academic performance in NCAA D-I freshman student athletes and how this relationship may have directly related to their academic performance during their freshman year. Participants completed the informed consent along with a questionnaire to aid in determining what academic and socio-demographic variables were related to academic performance (N = 205). Based on the results of this study, it was concluded that living on or off campus had no relationship with how the freshman student athletes performed academically. The best individual correlations with academic performance were high school GPA, gender, and ACT scores. These relationships proved to be a moderate relationship because an R value of .75 or greater was not reached. High school GPA, ethnicity, gender, absences unexcused, and ACT scores did enter a stepwise multiple regression equation, but could only explain 55% of the variance for that equation. Statistically 60% is an acceptable level for predicting academic performance in the study. However, it should be noted that 55% of the variance is relevant for those individuals who deal with the academic performance (i.e., athletic administrators, academic advisors, university faculty, parents, etc.) of student athletes to encourage the use of these variables to predict a student athlete's academic success. The other remaining variables showed only a low or very low relationship to a freshman student athlete's academic performance.