The role conflict and academic performance of college student-athletes
Date of Award
Doctor of Philosophy (Ph.D.)
First Committee Member
E. John Kleinert, Committee Chair
This investigation was undertaken to determine the nature and strength of the relationship between the role conflict and academic performance of 134 male and female student-athletes, representing the sports of basketball, cross country, golf, soccer, and tennis, attending a National Collegiate Athletic Association (NCAA) Division I university. Its additional purpose was to ascertain whether particular groups of athletes were likely to experience greater role conflict than others and, concomitantly, exhibit poorer academic performance. Role conflict was measured via Perrin's (1988) Student-Athlete Questionnaire. A weak negative relationship between role conflict and academic performance was found (r = $-$.16, $p <$.07). It was further observed that student-athletes supported by a full athletic grant-in-aid experienced significantly greater role conflict than those who did not receive similar financial assistance $(p < .001).$ Full scholarship athletes also were found to have significantly lower cumulative grade point averages than their non- and partial-scholarship counterparts $(p < .05).$
Education, Physical; Education, Higher
Hurley, Michael Edgar, "The role conflict and academic performance of college student-athletes" (1993). Dissertations from ProQuest. 3101.