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    Student-athletes, academic achievement and self-esteem.

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    Author
    Baize, Sheila J.
    Issue Date
    1990
    Keywords
    Education
    Advisor
    Streitmatter, Janice
    
    Metadata
    Show full item record
    Publisher
    The University of Arizona.
    Rights
    Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
    Abstract
    The purpose of this study was to examine the relationship between high school interscholastic athletic team participation and self-esteem when considering three indexes of academic achievement. A self-report student survey was designed to elicit demographic and academic achievement information, including gender, ethnicity, grade point average, number of missed school days, and number of behavioral referrals during the last school year. Additionally, the Rosenberg (1965) Self-Esteem Scale and the Savin-Williams and Demo (1983) Self-Esteem Inventory were incorporated to measure levels of self-esteem. The sample included 477 seniors from two comprehensive high schools in southwest Arizona, evenly split across gender and athletic status (participant and non-participant). Analyses of the data indicated that both the Rosenberg and Savin-Williams self-esteem measures yielded similar results in that males scored significantly higher than females on the self-esteem measures, and that students participating in high school interscholastic athletics scored significantly higher than did non-participating students. In examining the data when considering the indexes of academic achievement, females, on average, have higher GPA's than males, and high school athletes have significantly higher GPA's than their non-participating peers. Results also reported that males miss fewer school days than females, and athletic participants miss significantly fewer school days than non-participants. Additionally, on average, males receive more behavioral referrals than females, and again, athletic participants scored significantly better than non-participants as they also receive fewer behavioral referrals. In knowing that self-esteem differences exist, additional analyses focused upon the indexes of academic achievement while controlling for these known self-esteem differences. Results indicated that when factoring out the self-esteem differences the same results were maintained. Students participating in high school athletics have higher self-esteem scores, maintain higher grade point average, miss fewer school days, and receive fewer behavioral referrals.
    Type
    text
    Dissertation-Reproduction (electronic)
    Degree Name
    Ed.D.
    Degree Level
    doctoral
    Degree Program
    Teaching and Teacher Education
    Graduate College
    Degree Grantor
    University of Arizona
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