Yukhymenko-Lescroart Mariya A
Department of Curriculum and Instruction, California State University, Fresno, Fresno, United States.
Heliyon. 2024 Nov 1;10(21):e40075. doi: 10.1016/j.heliyon.2024.e40075. eCollection 2024 Nov 15.
College athletes balance academic and athletic roles and, as a result, can hold different combinations of academic and athletic identities. The purpose of this study was to identify common identity profiles in a large sample of Division I (elite) college athletes in the U.S. and to examine these profiles on a number of measures in academics and athletics: performance, motivation (e.g., achievement goals, autonomous motivation, competence, interest, effort, value, persistence, passion), satisfaction, and ethical conduct (e.g., cheating, plagiarism, sportspersonship, gamesmanship, aggression). Profiles were derived in Study 1 ( = 1124) and cross-validated with an independent sample in Study 2 ( = 184). Results showed four common identity profiles: (1) with the highest academic and athletic identities, (2) with a low academic identity and a high athletic identity, (3) with an average academic identity and a low athletic identity, and (4) with an extremely low academic identity and a low athletic identity. The identity profiles differed significantly across the measures of academic and athletic performance, achievement motivation (mastery, performance, task, and ego goals), satisfaction, and ethical conduct (academic misconduct, homework cheating, plagiarism, test cheating, sportspersonship, gamesmanship, instrumental aggression) in Study 1, as well as autonomous motivation (competence, relatedness, value/usefulness, effort/importance), academic persistence, and athletic passion (harmonious, obsessive) in Study 2. Taken together, findings provided evidence of both the multidimensional nature of college athletes' identities and the heterogeneity of the college athlete population. Overall, these findings point to the importance of concurrent examination of academic and athletic identities as separate yet interrelated dimensions in research studies. This approach allows for a comprehensive understanding of college athletes' experiences and provides a more nuanced perspective on their identity development.
大学生运动员要平衡学业和运动角色，因此，他们可能拥有不同的学业与运动身份组合。本研究旨在在美国大量第一级别（精英）大学生运动员样本中识别常见的身份特征，并从学业和运动的多个维度进行考察：表现、动机（如成就目标、自主动机、能力、兴趣、努力、价值、毅力、热情）、满意度和道德行为（如作弊、抄袭、体育精神、耍手段、攻击性）。在研究1（n = 1124）中得出身份特征，并在研究2（n = 184）中用独立样本进行交叉验证。结果显示出四种常见的身份特征：（1）具有最高的学业和运动身份，（2）学业身份低但运动身份高，（3）学业身份中等但运动身份低，（4）学业身份极低且运动身份低。在研究1中，这些身份特征在学业和运动表现、成就动机（掌握、成绩、任务和自我目标）、满意度以及道德行为（学术不端行为、作业作弊、抄袭、考试作弊、体育精神、耍手段、工具性攻击）等维度上存在显著差异，在研究2中，这些身份特征在自主动机（能力、关联性、价值/有用性、努力/重要性）、学业毅力和运动热情（和谐的、痴迷的）等维度上也存在显著差异。综合来看，研究结果证明了大学生运动员身份的多维度性质以及大学生运动员群体的异质性。总体而言，这些研究结果表明在研究中同时将学业和运动身份作为相互独立但又相互关联的维度进行考察非常重要。这种方法有助于全面理解大学生运动员的经历，并为他们的身份发展提供更细致入微的视角。
