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Kevin M. Antshel, Laura E. VanderDrift, and Jeffrey S. Pauline

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; R 2 = .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.

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Velina B. Brackebusch

.4135/9781483318332.n303 Howard , J.P.F. ( 1998 ). Academic service learning: A counternormative pedagogy . New Directions for Teaching and Learning, 73 , 21 – 29 . doi:10.1002/tl.7303 10.1002/tl.7303 Mitchell , T.D. ( 2008 ). Traditional vs. critical service-learning: Engaging the literature to

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Minjung Kim, Brent D. Oja, Han Soo Kim, and Ji-Hyoung Chin

-athlete engagement would enable academic service providers in an athletics department to better support student-athletes. Concerning the relationship between academic PsyCap and student-athlete engagement, we expect academic classification to exert an interaction effect as academic classification is connected to the

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Bridie Kean, David Fleischman, and Peter English

attributes such as sense of achievement, feeling comfortable, sense of belonging, academic services, career-development opportunities, and security, while not explicitly linked to enhancing student-athlete (consumer) well-being in existing work, echo the TSR agenda and indicate an opportunity to further

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Meg G. Hancock, Lindsey Darvin, and Nefertiti A. Walker

representation in compliance and academic services. Additional research also suggests that women are often funneled into the “soft areas” of intercollegiate athletics, including compliance, academic services, life skills, and sports information ( Grappendorf, Pent, Buton, & Henderson, 2008 ). Lumpkin et

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Carlos Capella-Peris, Jesús Gil-Gómez, and Òscar Chiva-Bartoll

program . American Journal of Health Education, 41 ( 6 ), 368 – 378 . doi:10.1080/19325037.2010.10599166 10.1080/19325037.2010.10599166 Jones , A.L. , & Kiser , P.M. ( 2014 ). Conceptualizing criticality as a guiding principle for high quality academic service learning . International Journal of

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Aquasia A. Shaw, Merry Moiseichik, Heather Blunt-Vinti, and Sarah Stokowski

. Stokowski et al. ( 2017 ) study of senior staff members in athletic academic services revealed that the majority of those who held this position were White (77.6%), male (55.3%) and nearly 58% of the sample were former student-athletes. Although athletic academic advisors play an important role regarding

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Christopher R. Barnhill, W. Andrew Czekanski, and Adam G. Pfleegor

). Consumer of the academic service: A new way to look at students in higher education . Association for Communication Administration Bulletin, 34 , 55 – 57 . Won , D. , & Bravo , G.A. ( 2009 ). Course design in sport management education: Addressing students’ perspectives through conjoint