St. John's University St. John's Scholar Theses and Dissertations 2021 ATHLETIC AND ACADEMIC MOTIVATIONAL PROFILES OF VARSITY STUDENT-ATHLETES Meghan Parenteau Follow this and additional works at: https://scholar.stjohns.edu/theses_dissertations ATHLETIC AND ACADEMIC MOTIVATIONAL PROFILES OF VARSITY STUDENT-ATHLETES A dissertation submitted in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION to the faculty and DEPARTMENT OF ADMINISTRATIVE AND INSTRUCTIONAL LEADERSHIP of THE SCHOOL OF EDUCATION at ST. JOHN’S UNIVERSITY New York by Meghan Parenteau !"#$%&&'()*+&',)-./'$#'0)12)3434) ))))) 5660./'()*+&',)7+8"+09)3:2)343;))))))))))))))))))) ) ) ) ) <<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<) <<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<) ='>?+8)@+0'8&'+") ) ) ) *0A)!&'6?'8)B.&.C) ! ! ! ! ! ! "!#$%&'()*+!,&!-.)*/0!1/'.0+./2!3435! ! 677!8()*+9!8.9.':.;! ) ) ! ABSTRACT ATHLETIC AND ACADEMIC MOTIVATIONAL PROFILES OF VARSITY STUDENT-ATHLETES ='>?+8)@+0'8&'+") Athletic success sometimes may involve participants to work hard, be self- disciplined, exhibit perseverance and determination, and be able to concentrate. If such qualities are transferred into the academic domain, students may also experience academic motivation and success. Many varsity student-athletes are lacking motivation and hard work in the classroom but excel in these categories on the athletic fields. This study of the student-athlete and their motivational levels both in and out of the classroom will provide educators, coaches, and administrators with the knowledge about how to create a positive academic learning environment for its student athletes. The self- expectancy theory by Atkinson, Wigfield, and Eccles (2000) relates motivational levels to expectancies set by individuals. Motivational D'/'DE)('&'0$%8')&?')&+ECE)&?+&)F') G?..E'2)6'0E%E&'8G')("0%8>)&?.E')&+ECE2)?.F)$"G?)'HH.0&)%E)'I'0&'(2)+8()6.&'8&%+DD9)D'/'DE) .H)6'0H.0$+8G'. This study examines how athletics influences academic motivation of high school varsity athletes. This phenomenological study analyzes the experiences of five high school varsity student-athletes in the classroom and on the athletic field. The sample was randomly selected participants who were currently participating in competitive varsity athletics at Corbin High School. Qualitative data was triangulated through interviews, ! observation, and artifact collection. The findings from this study can guide teachers, coaches, and administrators to know how to best motivate students in suburban schools where there is a high priority placed on athletics. Increased levels of motivation can in turn lead to higher levels of academic achievement increasing student performance. Keywords: academic motivation, athletic identity, athletic motivation, student-athlete ! ! ! ! DEDICATION For my three sons Connor, Landon, & Baby Boy due in December. May you always find your inner champion with clear eyes and full heart. ! ) ""! ACKNOWLEDGMENT I would like to acknowledge everyone who played a role in my academic accomplishments. First of all, my family, who supported me with love and understanding. Without you, I could never have reached this current level of success. For the countless hours of babysitting my boys while I completed all phases of this program, I thank you. Secondly, my committee members, each of whom has provided advice and guidance throughout the research process. Especially my mentor, Dr. Stephen Kotok, for believing in my ability to complete this dissertation. Your support, guidance, and feedback have been invaluable. Thank you for not giving up on me. For all the teachers I have had the opportunity of knowing and learning from throughout this program. Thank you for your knowledge and skills that have taught me great lessons in the importance of research, literature, and data collection. The lessons I have learned will forever impact the professional that I continue to aspire to be. Lastly, to my fellow classmates, teachers, and friends in education together we have proven to be unstoppable. Our ability to motivate one another and all the students that we work with is sure to make a difference in the world. ! ! """! TABLE OF CONTENTS <=<>#6?>@A!BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB!((! 6#CA@DE=<F-=A?!BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB!(((! E>G?!@H!?6IE=G!BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB!:(! E>G?!@H!H>FJ8=G!BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB!:((! #K61?=8!5L!>0+'$;2M+($0!BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB!5! @"06.E').H)&?')!&"(9)AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA)3) J?'.0'&%G+D)K0+$'F.0C)AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA)L) M.8G'6&"+D)K0+$'F.0C)AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA)N) !%>8%H%G+8G').H)&?')!&"(9)AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA)O) P'E'+0G?)Q"'E&%.8E)AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA)R) <.9()0!/0;!-.+*$;9!BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB!N) P'E'+0G?)*'E%>8)+8()*+&+)58+D9E%E)AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA)R) !+$6D')AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA):) *'H%8%&%.8).H)J'0$E)AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA):) #K61?=8!3L!8.:(.O!$P!8.7/+.;!8.9./'M*!BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB!55! J?'.0'&%G+D)K0+$'F.0C)AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA);;) P'D+&'()P'E'+0G?)AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA);1) #K61?=8!QL!-.+*$;9!/0;!1'$M.;2'.9!BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB!3Q! P'E'+0G?)Q"'E&%.8E)AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA)3L) P'E'+0G?)*'E%>8)AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA)3L) !%&')*'EG0%6&%.8)AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA)31) @+0&%G%6+8&E)AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA)3N) @0.G'("0'E)H.0)*+&+)M.DD'G&%.8)AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA)3S) J0"E&F.0&?%8'EE)AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA)L;) T&?%G+D)M.8E%('0+&%.8E)AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA)L3) @0.G'("0'E)H.0)*+&+)58+D9E%E)AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA)LL) P'E'+0G?'0)P.D')AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA)LN) #K61?=8!RL!8.927+9!BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB!QS! *'EG0%6&%.8).H)@+0&%G%6+8&E)AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA)LO) P'E'+0G?)Q"'E&%.8);,)U.F)(.'E)&?')0'D+&%.8E?%6)#'&F''8)+&?D'&%GE)+8()+G+('$%GE) G.8&0%#"&')&.)&?')$.&%/+&%.8+D)'I6'0%'8G'E).H)/+0E%&9)E&"('8&)+&?D'&'EV)AAAAAAAAAAAAAAAAAAAA)L:) T$.&%.8+D)."&D'&E)+8()E"66.0&,)&?')%$6.0&+8G').H)+&?D'&%GE)+E)+)E.G%+D)'$.&%.8+D) E"66.0&)AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA)14) M.8H%('8G')D'+(E)&.)G.$6'&'8G',)+&?D'&%GE)60./%('E)E&"('8&E)F%&?)E&0"G&"0')&.)#') $.0')G.$6'&'8&).8)+8().HH)&?')+&?D'&%G)H%'D()AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA)1;) 5&?D'&%G)$%8(E'&,)G0'+&%8>)G.$6'&%&%/')+&&%&"('E)%8)&?')GD+EE0..$)AAAAAAAAAAAAAAAAAAAAAAAA)1S) P'E'+0G?)Q"'E&%.8)3,)W?+&)+0')&?')(%HH'0'8&)&96'E).H)E"66.0&)&?+&)G.8&0%#"&')&.)&?') +&?D'&%G)+8()+G+('$%G)$.&%/+&%.8).H)/+0E%&9)E&"('8&)+&?D'&'EV)AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA)1R) @+0'8&E)+E)+)$.&%/+&.0)+8()E"66.0&,)&'+G?%8>)0'E6.8E%#%D%&9)+8()+GG."8&+#%D%&9))AA)N4) @'0E%E&'8G'2)6+&%'8G'2)+8()60+G&%G',)EC%DDE)&+">?&)+8()E"66.0&'()#9)G.+G?'E)AAAAAAAAA)N3) J'+$F.0C)+8()G..6'0+&%.8,)+)E"GG'EE)$%8(E'&)E"66.0&'()#9)6''0)$'8&.0E)AAAAAAAAA)NS) !G?..D)T8>+>'$'8&,)E"66.0&)>%/'8)#9)&'+G?'0E)+E)+8)+G+('$%G)+8()D%H')D'EEE.8))NO) J%$')$+8+>'$'8&)+8()G.8H%('8G',)/+D"+#D')D'EE.8E)D'+08'()&?0.">?)+&?D'&%GE)AAA)N:) ! "#! !"$$+09)AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA)S3) #K61?=8!TL!<(9M299($0!BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB!SR! X8&'060'&+&%.8).H)K%8(%8>E)AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA)S1) P'D+&%.8E?%6)&.)@0%.0)P'E'+0G?)AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA)SS) 5&?D'&%G)+8()5G+('$%G)=.&%/+&%.8A)AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA)SS)