The Effect of Noncognitive Variables on the Prediction of Academic Difficulty and Attrition of Freshman Student-athletes
Author: Bruce W. Cunningham
Publisher:
Published: 1993
Total Pages: 302
ISBN-13:
DOWNLOAD EBOOKRead and Download eBook Full
Author: Bruce W. Cunningham
Publisher:
Published: 1993
Total Pages: 302
ISBN-13:
DOWNLOAD EBOOKAuthor:
Publisher:
Published: 1994
Total Pages: 596
ISBN-13:
DOWNLOAD EBOOKAbstracts of dissertations available on microfilm or as xerographic reproductions.
Author: Charles William Walker
Publisher:
Published: 1992
Total Pages: 354
ISBN-13:
DOWNLOAD EBOOKAuthor:
Publisher:
Published: 1993
Total Pages: 704
ISBN-13:
DOWNLOAD EBOOKAuthor: Lisa D. Campos
Publisher:
Published: 2009
Total Pages: 212
ISBN-13:
DOWNLOAD EBOOKColleges 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.
Author:
Publisher:
Published: 1984
Total Pages: 184
ISBN-13:
DOWNLOAD EBOOKAuthor: Rebecca Mitchell Malmo
Publisher:
Published: 2008
Total Pages: 286
ISBN-13:
DOWNLOAD EBOOKAuthor: Trudy W. Banta
Publisher: Jossey-Bass
Published: 1996
Total Pages: 422
ISBN-13:
DOWNLOAD EBOOKMethods & principals for effective assessment at institutional, program or departmental levels. Includes 86 case histories.
Author: Keith Eiche
Publisher:
Published: 1997
Total Pages: 18
ISBN-13:
DOWNLOAD EBOOKAuthor: Morris R. Council
Publisher: IAP
Published: 2018-09-01
Total Pages: 142
ISBN-13: 164113416X
DOWNLOAD EBOOKThere are numerous books documenting the challenges of student athletes and presenting recommendations for academic success. They primarily focus on understanding the issues of student-athletes and recommendations are oftentimes overly simplistic, failing to explicitly provide interventions that can be executed by student-athlete support personnel. In addition, the topic of supporting student-athletes who are academically at risk and/or are diagnosed with high incidence disabilities has been overlooked by scholars resulting in few publications specifically focusing on providing strategies to the staff/personnel who serve these populations. The general target audience is college/university practitioners who interface with student-athletes who demonstrate academic and social risk in the realm of athletics. These stakeholders include but are not limited to: academic support staff, student athletes, parents, coaches, faculty/educators, counselors, psychologists, higher education administrators, student affairs professionals, disability services coordinators/personnel, as well as researchers who focus on education leadership, sports, and special education. All of these groups are likely to find this book attractive especially as they work with student-athletes who are at-risk for academic failure. Also, it is ventured that this book will become the staple text for the National Association of Academic Advisors (N4A), the official organization for all personnel who work in collegiate academic support and can be used by members of intercollegiate athletic associations to reform policies in place to support at-risk student-athletes.