Miller Kathleen E, Melnick Merrill J, Barnes Grace M, Farrell Michael P, Sabo Don
Research Institute on Addictions, University at Buffalo.
Sociol Sport J. 2005 Jun;22(2):178-193. doi: 10.1123/ssj.22.2.178.
Although previous research has established that high school sports participation may be associated with positive academic outcomes, the parameters of the relationship remain unclear. Using a longitudinal sample of nearly 600 Western New York adolescents, this study examined gender- and race-specific differences in the impact of two dimensions of adolescent athletic involvement ("jock" identity and athlete status) on changes in school grades and school misconduct over a two-year interval. Female and black adolescents who identified themselves as "jocks" reported lower grades than those who did not, whereas female athletes reported higher grades than female nonathletes. Jocks also reported significantly more misconduct (including skipping school, cutting classes, having someone from home called to the school for disciplinary purposes, and being sent to the principal's office) than nonjocks. Gender moderated the relationship between athlete status and school misconduct; athletic participation had a less salutary effect on misconduct for girls than for boys.
尽管先前的研究已经证实，参与高中体育运动可能与积极的学业成果相关，但这种关系的具体参数仍不明确。本研究以近600名纽约西部青少年为纵向样本，考察了青少年体育参与的两个维度（“运动员”身份和运动员地位）对两年间学业成绩变化和学校不当行为影响的性别和种族差异。自认为是“运动员”的女性和黑人青少年的成绩低于那些不这样认为的人，而女运动员的成绩高于非运动员女性。与非运动员相比，“运动员”报告的不当行为也显著更多（包括逃学、旷课、让家长到学校接受纪律处分以及被送到校长办公室）。性别调节了运动员地位与学校不当行为之间的关系；体育参与对女孩不当行为的有益影响小于男孩。
