Year of Award
Doctor of Education (EdD)
Department or School/College
College of Education and Human Sciences
Frances L. O’Reilly
Patty Kero, John Matt, Dusten Hollist, Travis Dorsch
Academic Self-Efficacy, Adulthood, Functional Independence, Intercollegiate athletics, Parent Involvement, Student-athlete
University of Montana
Parental involvement in student- athletes’ lives is ubiquitous and important. Despite efforts of many to determine the best means for student-athletes to succeed academically, little is known about the relationship between levels of parent involvement and an athlete’s ability to succeed academically. Having an involved, but not over-involved, parenting relationship is key to having their children develop the necessary academic skills to be ready for the realm of collegiate athletics.
The purpose of this non-experimental quantitative analyses of NCAA Division I student-athletes in the Big Sky Conference was to examine the relationship (if any) among parental involvement, academic performance, academic self-efficacy, functional independence, and the achievement of adulthood criteria. Participants included four hundred and sixty-one student-athletes from a population of 3,000 representing ten different institutions.
An independent t-test was conducted to explore the difference between student-athletes’ GPAs with a high and low amount of parental involvement. Findings revealed no statistically significant differences between a high and low level of involvement and student-athletes’ GPAs. Three non-parametric Spearman Rho tests were employed to determine the relationship between parent involvement and academic self-efficacy, functional independence and the achievement of adulthood criteria. Findings revealed a positive, and strong or medium correlation among all three tests. Further analyses through three one-way ANOVAs indicated that student-athletes with the highest level of parent involvement had the lowest GPA’s and student-athletes with a medium amount of involvement had the highest GPA’s. Additionally, student-athletes with the highest academic self-efficacy had the highest cumulative GPA’s.
Future studies should include a random sample that contains a more diverse representation of student-athletes with below a cumulative 3.0 GPA. Future studies should also use a mixed methods approach with parents that include further analyses of involvement.
Harris Gardner, Grace, "THE EFFECT OF PARENTAL INVOLVEMENT ON STUDENT-ATHLETE ACADEMIC PERFORMANCE, ACADEMIC SELF- EFFICACY, FUNCTIONAL INDEPENDENCE, AND ACHIEVEMENT OF ADULTHOOD CRITERIA" (2018). Graduate Student Theses, Dissertations, & Professional Papers. 11169.
© Copyright 2018 Grace Harris Gardner