The Role of Athletic Identity in the Relationship Between Difficulty Thinking or Concentrating and Academic Service Use in NCAA Student-Athletes

Content Provider	Semantic Scholar
Author	Antshel, Kevin M. Drift, Laura E. Vander Pauline, Jeffrey S.
Copyright Year	2016
Abstract	The NCAA Growth, Opportunities, Aspirations and Learning of Students in College data were used to explore the relationship between self-reported high levels of difficulties thinking or concentrating and grade point average (GPA) in college student-athletes. We specifically investigated the mediators of the relationship between self-reported high levels of difficulties thinking or concentrating and GPA. Results revealed there was a significant indirect effect between self-reporting the highest level of difficulties thinking or concentrating and service use through GPA, moderated by identity, full model: F(4, 14738) = 184.28, p < .001; R2 = .22. The athletic/academic identity variable acted as a moderator of the mediating effect of GPA on the relationship between self-reported high levels of difficulties thinking or concentrating and the use of academic resources on campus. If a student-athlete who is self-reporting high levels of difficulties thinking or concentrating identifies more as a student, GPA is l...
Starting Page	309
Ending Page	323
Page Count	15
File Format	PDF HTM / HTML
DOI	10.1123/jcsp.2015-0028
Volume Number	10
Alternate Webpage(s)	https://www.csus.edu/faculty/m/fred.molitor/docs/concentrating%20and%20gpa.pdf
Alternate Webpage(s)	https://doi.org/10.1123/jcsp.2015-0028
Language	English
Access Restriction	Open
Content Type	Text
Resource Type	Article