Klunder, J. (Jessica) (2017) The role of school- and sport specific self-regulation and resilience in academic achievement. thesis, Human Movement Sciences.
Full text available on request.Abstract
Introduction: Important phases in talent development are the specializing years and the investment years. At this same time young people are also involved in school, which can make this a period of immense pressure. To be able to reach high academic achievements and high levels of expertise in sports, in both domains one needs to define tasks, set goals, monitor and evaluate learning, and make changes when progress goes awry. Self-regulation and resilience are examples of psychological constructs that can help to respond positively to these challenges in both the school and sport environment. The question arises whether domain specific self-regulatory skills and resilience may contribute to student-athletes academic performances. To explore this hypothesis, the aim of this study is to examine the role of school- and sport specific self-regulation and resilience in academic achievement. Method: 157 student-athletes from the Topsport Talent School Groningen (TTSG) aged 12-18 filled two domain specific questionnaires (school- and sport specific) on self-regulation and resilience. To check for similarities across domain student-athletes had to answer the following question: Are there any things you learn in the sport which you can also use in your academics? Multiple linear regression analysis was used to explain academic achievement in pre-vocational and pre-university education from School resilience, School Self-regulation, Sport resilience and Sport Self-regulation. The answers on the open question were sorted in groups of similar answers and the frequencies of these answers were counted and percentages were calculated. Results: The average school grade in pre-vocational education cannot be explained by any of the predictor variables used in the analysis. In pre-university education however, average school grade can be explained for 17% by the variables involved in the analysis in which school specific self-regulation in the domains planning and effort significantly contributed. When asked the top 3 answers of things student-athletes learn in their sport which they can use in their academics are: perseverance (37%), concentration (21%), and discipline (13%). Discussion: The results show that, when student-athletes fill out questionnaires no influence of sport specific self-regulation and resilience can be observed, however, when asked the students make clear that they do learn things in their sports which they can use in their academics. An explanation for this phenomenon could be that academic achievement is complex and is influenced by many other factors. For future research it might be important to use a different method of research, for example other questionnaires that take both domains into account or maybe use a more qualitative research approach with for example interviews. It could help understand the use and processes of psychological constructs such as self-regulation and resilience but also other factors in and across domains. Conclusion: This research might be small proof of the role of sport specific psychological constructs on academic achievement. More research is necessary to help understand the use and processes of psychological constructs such as self-regulation and resilience but also other factors in and across domains. Keywords: Academic achievement, talented young athletes, self-regulation, resilience, domain specific, domain generality.
| Item Type: | Thesis (UNSPECIFIED) |
|---|---|
| Faculty: | Medical Sciences |
| Date Deposited: | 06 May 2022 12:37 |
| Last Modified: | 06 May 2022 12:37 |
| URI: | https://umcg.studenttheses.ub.rug.nl/id/eprint/3245 |
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