In Cole's (2014) study on sports participation and academic achievement, academic achievement was measured through students' current and cumulative GPAs. Academic self-efficacy was measured using Bandura's Multidimensional Self-Efficacy Scales. Athletic self-efficacy was measured using the Trait Sport Confidence Inventory (Vealey, 1986). Sports participation and demographic information were measured through surveys.

Measures of Sports Participation, Self-Efficacy, and Academic Achievement

111 students were taken from two high schools in Tucson, Arizona. The first school being a private college preparatory and the second being a public high school. There was no significant difference based on demographic measures but there was a significant difference based on physical activity. 




Syracuse University

-this study sought to examine the relations between sports participation, academic achievement, and self efficacy in high school students.

Self Efficacy Influence on Sport and Academic Achievement

Cole,A. (2014).Sports Participation and Academic Achievement: Does Self- Efficacy Play a Role? The University Of Arizona University Libraries 

-NCLB Act several major effects on American education. There is greater focus on alignment of curriculum and instruction as well directed attention on achievement gaps between different groups of students.
- Evidence of positive relations between sports participation and academic achievement suggesting sports teams may promote Positive Youth Development. 

Self Efficacy on Sport and Academic Achievement Introduction 

-Within the past century sports popularity has grown in size.
- There is evidence that sports provide both challenge and motivation which relates to one source of self-efficacy which is "mastery experiences" (Bandura 1997).


Self Efficacy on Sport and Academic Achievement Background Literature 

Question 1: Are there significant differences in GPA between athletes and non-athletes? 

Question 2: Is academic self- efficacy related to sports participation and academic achievement? 

Question 3: Does self- efficacy partially mediate the relations between sports participation and Academic Achievement? 

Question 4: For athletes, is athletic self- efficacy related to academic self-efficacy? 

Self Efficacy on Sport and Academic Achievement Research Questions 

Methods 

The results of the study were found to support the first three hypotheses. For research question 1 : Athletes had higher GPA than nonathletes. Results found through a t test t(106)=2.75, p.01, d=.70) indicating a significant difference. For research question 2:Athletes had significantly higher levels of academic self-efficacy than non-athletes and significant correlation was found between scores on the academic self-efficacy measure and students’ current GPAs. Results for research question 3 results did not indicate a significant direct effect of sports participation on GPA however results indicated that an indirect relationship existed between sports participation and academic achievement through the influence of academic self-efficacy. Self efficacy partially mediates the relationship between sports participation and academic achievement. Lastly, for question 4 Pearson correlation showed that where was no significant relation. 



Results 

The first hypotheses results showed a medium effect size with athletes having nearly a half a point higher average GPA. Possible explanations include superior time management skills, structured programs that may have contributed to self- efficacy development or previous higher academic abilities that allows the time to spend away from their studies. By finding a positive relation between academic self-efficacy scores and GPA and by finding an indirect effect of sports participation on GPA through academic self-efficacy, this study extended the existing body of research suggesting that self-efficacy beliefs are positively predictors of students’ academic success.The positive relation between academic se in this study suggests that participants had an accurate awareness of their abilities to perform in the school setting The fact that data collected at the end of participants’ school year for one group of students and that majority of students were at least in their second year of HS is evidence for the reciprocal nature of self-efficacy beliefs and the individual’s environment. Results only PARTIALLY supported the idea that self-efficacy can transfer between the athletic and academic domains—this is because the present study’s results did not support the fourth hypothesis: no significant relation between academic self-efficacy and athletic self-efficacy scores were found. This could be due to lack of specificity inherent in self efficacy measures in the study . It is also possible students who participated In sports may have had higher levels of self-efficacy to begin.


Discussion 

The findings of the  present study were consistent with previous research documenting a positive relationship between sports participation and academic achievement and a link between academic success and self efficacy. Additionally, the present study found evidence for an indirect relationship between sports participation and GPA through the mediating variable of self efficacy with limitation however. 

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