Abstract
The NCAA Growth, Opportunities, Aspirations and Learning of Students in College data were used to explore the relationship between self-reported high levels of difficulties thinking or concentrating and grade point average (GPA) in college student-athletes. We specifically investigated the mediators of the relationship between self-reported high levels of difficulties thinking or concentrating and GPA. Results revealed there was a significant indirect effect between self-reporting the highest level of difficulties thinking or concentrating and service use through GPA, moderated by identity, full model: F(4, 14738) = 184.28, p <.001; R2 =.22. The athletic/academic identity variable acted as a moderator of the mediating effect of GPA on the relationship between self-reported high levels of difficulties thinking or concentrating and the use of academic resources on campus. If a student-athlete who is self-reporting high levels of difficulties thinking or concentrating identifies more as a student, GPA is likely to prompt academic service use. However, if the student-athlete identifies more as an athlete, GPA is less likely to lead to use of campus academic support resources.
Original language | English (US) |
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Pages (from-to) | 309-323 |
Number of pages | 15 |
Journal | Journal of Clinical Sport Psychology |
Volume | 10 |
Issue number | 4 |
DOIs | |
State | Published - Dec 2016 |
Keywords
- Academic services
- Athletic identity
- Cognition
- College student-athlete
- Social identity
ASJC Scopus subject areas
- Applied Psychology