An exploratory mixed-methods study on student-athletes' motivation for assessment in sport and academic settings
AbstractStudent-athletes in university undergo assessments in both sport and academic domains, which can encompass varying conceptions and outcomes related to assessment. However, questions on whether this ‘doubling up’ of assessments result in similar or different assessment-related outcomes, or wh...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2024-12-01
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| Series: | Cogent Education |
| Subjects: | |
| Online Access: | https://www.tandfonline.com/doi/10.1080/2331186X.2023.2298613 |
| _version_ | 1797266016757088256 |
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| author | Patti C. Parker Lauren D. Goegan Lia M. Daniels |
| author_facet | Patti C. Parker Lauren D. Goegan Lia M. Daniels |
| author_sort | Patti C. Parker |
| collection | DOAJ |
| description | AbstractStudent-athletes in university undergo assessments in both sport and academic domains, which can encompass varying conceptions and outcomes related to assessment. However, questions on whether this ‘doubling up’ of assessments result in similar or different assessment-related outcomes, or whether assessments are conceived the same way across sport and academic contexts, are an omission in achievement research. This study sought to explore the experiences of Canadian student-athletes’ conceptions of assessment, perceptions of control, and emotions in sport and academia through an explanatory mixed-methods design. The study comprised 77 Canadian USports university athletes (Mage = 20.21) for the quantitative data, and 6 athletes partaking in focus group/individual interviews for the qualitative data. The quantitative findings revealed student-athletes reported higher conceptions of assessment as fun and irrelevant in sport compared to university, and greater emotions such as anger, helplessness, and relief in university compared to sport (p < .05). In the qualitative strand, three themes were identified for conceptions of assessment: function, discrete outcomes, broad consequences; three themes for perceptions of control: effort, preparation, and motivation; and three themes for emotions: anticipatory, retrospective, and relational. Mixed insights revealed the importance of assessment consequences, the natural motivation and effort for sport assessment, and the differences in positive and negative emotions between sport and academic domains. Recommendations are discussed for both postsecondary coaches and instructors to help improve sport and academic assessment in ways tailored to the student-athlete experience of assessment. |
| first_indexed | 2024-03-07T14:17:35Z |
| format | Article |
| id | doaj.art-89562f3e50c840458bcb9b93a4fb34de |
| institution | Directory Open Access Journal |
| issn | 2331-186X |
| language | English |
| last_indexed | 2024-04-25T00:53:59Z |
| publishDate | 2024-12-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Cogent Education |
| spelling | doaj.art-89562f3e50c840458bcb9b93a4fb34de2024-03-11T12:09:40ZengTaylor & Francis GroupCogent Education2331-186X2024-12-0111110.1080/2331186X.2023.2298613An exploratory mixed-methods study on student-athletes' motivation for assessment in sport and academic settingsPatti C. Parker0Lauren D. Goegan1Lia M. Daniels2Department of Psychology, Thompson Rivers University, Kamloops, BC, CanadaDepartment of Educational Administration, Foundations & Psychology, University of Manitoba, Winnipeg, MB, CanadaCollege of Social Sciences and Humanities, University of Alberta, Edmonton, AB, CanadaAbstractStudent-athletes in university undergo assessments in both sport and academic domains, which can encompass varying conceptions and outcomes related to assessment. However, questions on whether this ‘doubling up’ of assessments result in similar or different assessment-related outcomes, or whether assessments are conceived the same way across sport and academic contexts, are an omission in achievement research. This study sought to explore the experiences of Canadian student-athletes’ conceptions of assessment, perceptions of control, and emotions in sport and academia through an explanatory mixed-methods design. The study comprised 77 Canadian USports university athletes (Mage = 20.21) for the quantitative data, and 6 athletes partaking in focus group/individual interviews for the qualitative data. The quantitative findings revealed student-athletes reported higher conceptions of assessment as fun and irrelevant in sport compared to university, and greater emotions such as anger, helplessness, and relief in university compared to sport (p < .05). In the qualitative strand, three themes were identified for conceptions of assessment: function, discrete outcomes, broad consequences; three themes for perceptions of control: effort, preparation, and motivation; and three themes for emotions: anticipatory, retrospective, and relational. Mixed insights revealed the importance of assessment consequences, the natural motivation and effort for sport assessment, and the differences in positive and negative emotions between sport and academic domains. Recommendations are discussed for both postsecondary coaches and instructors to help improve sport and academic assessment in ways tailored to the student-athlete experience of assessment.https://www.tandfonline.com/doi/10.1080/2331186X.2023.2298613Conceptions of assessmentstudent-athletesmixed-methodsperceived controlemotionsSammy King Fai Hui |
| spellingShingle | Patti C. Parker Lauren D. Goegan Lia M. Daniels An exploratory mixed-methods study on student-athletes' motivation for assessment in sport and academic settings Cogent Education Conceptions of assessment student-athletes mixed-methods perceived control emotions Sammy King Fai Hui |
| title | An exploratory mixed-methods study on student-athletes' motivation for assessment in sport and academic settings |
| title_full | An exploratory mixed-methods study on student-athletes' motivation for assessment in sport and academic settings |
| title_fullStr | An exploratory mixed-methods study on student-athletes' motivation for assessment in sport and academic settings |
| title_full_unstemmed | An exploratory mixed-methods study on student-athletes' motivation for assessment in sport and academic settings |
| title_short | An exploratory mixed-methods study on student-athletes' motivation for assessment in sport and academic settings |
| title_sort | exploratory mixed methods study on student athletes motivation for assessment in sport and academic settings |
| topic | Conceptions of assessment student-athletes mixed-methods perceived control emotions Sammy King Fai Hui |
| url | https://www.tandfonline.com/doi/10.1080/2331186X.2023.2298613 |
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