scholarly journals The connection between academic and athletic performance among elite university student athletes

2015 ◽  
Vol 9 (3) ◽  
pp. 19-26
Author(s):  
Andrea Lenténé Puskás
Keyword(s):  
Academic Performance ◽  
Elite Athletes ◽  
Team Sport ◽  
Sport Performance ◽  
Division Iii ◽  
Sport Type ◽  
Jel Code ◽  
High Level ◽  
Or Team ◽  
The University

Athletes in higher education are not only expected to produce high level performance but to find the balance between the preparation for post-athletic life and the requirements of the university. The objective of this study is to explore the connections between academic performance and level of sport. Also, to elaborate on the role of relevant policy regulations and institutional support that help elite athletes meet academic requirements. Data collection was conducted by means of online questionnaires involving athletes receiving sport scholarships at the University of Debrecen (N=159). The data from questionnaires were processed by using SPSS 18. Version software. For data analyse four groups were extracted based on level of sport performance and involvement: international elite, division I, division II, division III. The results indicate that the academic performance on the two international elite of sport did not differ from the average, and that these athletes did not experience any difficulties earning course credits at the university while being engaged in doing sport. In most cases, elite athletes did not apply for the various kind of support instruments, thus, they are able to balance athletic preparation and academic requirements without supportive modifications of university policies. The results also shed light on the fact that the academic performance does not only depend on the level of sport and the chosen major at the university, but it is also influenced by the time devoted to study and training, and the sport type (individual or team sport). There are differences observed between athletes participating in individual or team sport concerning the general average of grades, the effectiveness of earning credits, the number of weekly training, as well as the time devoted to training in preparatory and competitive periods. According to the results, the various amount of time devoted to study or sport does not necessarily result in academic performance decline. In addition, results support that athletes do keep academic studies rather important and they are aware that university years are considered to be a significant period in preparation for post-athletic life. JEL code: Z20

scholarly journals Relationship between academic self-efficacy, performance and anxious and depressive symptoms in emerging adult college students

Educación ◽  
2020 ◽  
Vol 29 (57) ◽  
Author(s):  
Ana Gutiérrez García ◽  
María Landeros Velazquez
Keyword(s):  
High School ◽  
Academic Performance ◽  
Self Efficacy ◽  
Depressive Disorders ◽  
Academic Behavior ◽  
First Semester ◽  
Symptoms Of Depression ◽  
High Level ◽  
The University ◽  
Academic Self Efficacy

The objective of the present investigation was to explore the levels of academic self-efficacy and their relationship with performance, anxiety and depression in a sample of emerging university adults. 114 students between 17 and 30 years of age (SD = 2.12), answered the in the Academic Behavior Self-efficacy Scale, the Diagnostic Questionnaire for Depressive Disorders and an Anxiety Inventory. For academic performance, the average grade for high school education, the university entrance exam and the first semester of university were considered. The analysis of the measurement of the levels of each of these variables and their correlation, indicated that the respondents who had low academic self-efficacy when entering university, had the lowest academic performance during high school and a high level of anxiety upon entering university without symptoms of depression.

scholarly journals Differences in the attitudes to sport psychology consulting between individual and team sport athletes

2021 ◽  
Vol 13 (1) ◽  
Author(s):  
Dáire Rooney ◽  
Robin C. Jackson ◽  
Neil Heron
Keyword(s):  
Sport Psychology ◽  
Team Sports ◽  
Team Sport ◽  
Positive Attitudes ◽  
Sport Type ◽  
Or Team ◽  
Individual Sports ◽  
Willingness To Consult ◽  
Univariate Analyses

Abstract Background The purpose of the present study was to investigate how an athlete’s participation in either an individual or team sport is related to their attitude toward sport psychology consulting and their willingness to consult a sport psychology practitioner. Method The Sport Psychology Attitudes-Revised form (SPA-R) (Martin, et al., Sport Psychol 16:272-90, 2020) was completed by 120 athletes from individual and team sports. A 2 (Type of sport: individual and team) × 2 (Gender) multivariate analysis of variance (MANOVA) was conducted with attitudes towards sport psychology as dependent variables. To identify attitudes that accentuated the differences related to type of sport, follow-up univariate analyses were performed. Results Results revealed that overall athletes involved in individual sports reported more positive attitudes towards sport psychology consulting than athletes involved in team sports. In particular, the athletes involved in individual sports were more likely to have greater confidence in sport psychology consulting. The findings also show that gender may mediate this association, indicated by a nearly significant two-way interaction effect for gender and type of sport (individual versus team) regarding confidence in sport psychology. The source of this marginal result was a larger effect of sport type for females than for males. Conclusions The findings of this study imply that athletes involved in individual sports are more likely to have positive attitudes towards sport psychology compared to athletes competing in team-based sports, with females more likely to view sport psychology positively than compared to their male counterparts. The results may go some way to assist sport psychologists to understand and address athletes’ concerns and to improve receptivity to sport psychology services.

scholarly journals COMPARATIVE ANALYSIS OF THE DEVELOPMENT OF ENGINEERING AND HUMANITARIAN STUDENTS’ LEARNING SKILLS

2020 ◽  
Vol 116 (5) ◽  
pp. 162-169
Author(s):  
Iliya I. Ilyasov ◽  
◽  
Margarita S. Aslanova ◽  
Valeriya S. Anderzhanova ◽  
◽  
...  
Keyword(s):  
Academic Performance ◽  
Engineering Students ◽  
Self Regulation ◽  
Learning Goals ◽  
Professional Activity ◽  
Educational Activities ◽  
Learning Skills ◽  
High Level ◽  
Humanities Students ◽  
The University

The aim of this research is identifying differences in the development of learning skills of students of engineering and humanitarian orientation in the process of their training at the University. Learning skills, as the ability to carry out the process of acquiring subject knowledge in various fields, are recognized by world experts. The importance of learning skills has increased especially at the present time, due to the need for self-development of competence in the process of professional activity after graduation. In the course of the study, the main and supplementary learning skills, as well as the ability to self-regulate training activities and academic performance of students of technical and humanitarian orientation, who are at different stages of training, were diagnosed. The results of this study show that the learning skills of students in both directions develop sideways in the process of subject learning, but this process has different results and character in relation to their development. Thus, engineering students have a higher level of learning skills and self-regulation by the end of their studies, while humanities students have a higher level of exposure to supplementary learning. Basic learning skills are developed better among engineering students with higher abilities to self-regulate learning activities, while for psychology students, this relationship is not found. In addition, the academic performance of engineering students increases with a high level of development of knowledge-building abilities, control of additional learning skills and self-regulation of educational activities. Academic performance of students in the Humanities increases with a high ability to implement independent building of knowledge, a high level of control over the motivational and volitional sphere and learning goals, as well as the ability to evaluate results in the course of educational activities.

Genetic polymorphisms in alpha-actinin 3 and ­adrenoceptor beta genes in Austrian elite athletes and healthy controls

2016 ◽  
Vol 64 (4) ◽  
Keyword(s):  
Elite Athletes ◽  
Study Groups ◽  
Team Sport ◽  
Sport Performance ◽  
Control Group ◽  
Power Performance ◽  
Healthy Control ◽  
Polymerase Chain ◽  
Performance Development ◽  
Genotype And Allele Frequencies

Background: During the last years many studies were conducted to investigate the contribution of various genetic variants to endurance and sprint/power performance of elite athletes. Data on team sport athletes are missing to a large extent. Therefore, the aim of the study was to investigate the frequency of selected polymorphisms on elite athlete status in Austrian team sport (handball, soccer), endurance and power athletes as well as in healthy control subjects. Methods: Genotype and allele frequencies of ACTN3 R577X (rs1815739), ADRB1 Ser49Gly (rs1801252), ADRB2 Arg16Gly (rs1042713), ADRB2 Gln27Glu (rs1042714) and the ADRB3 Trp64Arg (rs4994) polymorphisms were determined in 56 Austrian sprint/power athletes, 86 endurance athletes, 143 team sport athletes and 216 healthy non-athletic controls. Genomic DNA was extracted from saliva and genotyping was performed by real time polymerase chain reaction using a standard protocol. Results: Handball and soccer players had a higher frequency of the ACTN3 RR genotype and a lower frequency of RX + XX genotypes than the control group. Furthermore, the frequency of athletes being homozygous for the ADRB1 Ser49Ser genotype was significantly higher in team sport athletes in comparison to those competing in power/sprint sports. We did not detect any other differences in genotype distributions between the study groups. Conclusion: This study provides some evidence that the ACTN3 R577X and the ADRB1 Ser49Gly polymorphisms are associated with team sport performance. Larger prospective studies focusing on the genetic influence of performance development are required for confirmation of these findings.

scholarly journals Disordered eating and eating disorders in male elite athletes: a scoping review

2020 ◽  
Vol 6 (1) ◽  
pp. e000801
Author(s):  
Yannis Karrer ◽  
Robin Halioua ◽  
Sonja Mötteli ◽  
Samuel Iff ◽  
Erich Seifritz ◽  
...  
Keyword(s):  
Eating Disorders ◽  
Disordered Eating ◽  
Scoping Review ◽  
Elite Athletes ◽  
Adolescent Male ◽  
Wide Range ◽  
High Prevalence ◽  
Sport Type ◽  
High Level

BackgroundEating disorders (ED) and disordered eating (DE) among male elite athletes share some of the characteristics seen in female elite athletes and the population, but also exhibit some key differences.ObjectiveScoping review of ED and DE in male elite athletes.MethodsIn May 2020, a comprehensive systematic literature search was conducted for DE and ED in male elite athletes.ResultsWe identified 80 studies which included 47 uncontrolled, 14 controlled studies, one interventional trial and 18 reviews.DiscussionThere was a wide range of definitions of DE and a high level of heterogeneity regarding competitive level, age and sport type. In adult male elite athletes, ED prevalence rates up to 32.5% were found, higher than in the general population. Prevalence was not higher in young/adolescent male elite athletes. The most frequently associated factor was competing in weight-sensitive sports. Male elite athletes tended to exhibit less body dissatisfaction than controls and were not always associated with DE. There were no studies looking at the prognosis or reporting an evidence-based approach for the management of DE in male elite athletes.ConclusionExisting literature indicates high prevalence of DE and ED in male elite athletes, with a wide range of aetiopathogenesis. There is a need for longitudinal studies to characterise the pathology and long-term outcomes, as well as develop standardised tools for assessment and treatments.

scholarly journals INVESTIGATION OF RELATIONSHIP BETWEEN MULTIPLE INTELLIGENCES OF HIGHER DEGREE STUDENTS ON ACADEMIC PERFORMANCE IN THE UNIVERSITY OF IBADAN

2020 ◽  
Vol 7 (10) ◽  
pp. 66-72
Author(s):  
Ezekiel Olusegun Babatunde ◽  
Raymond Ayoola
Keyword(s):  
Academic Performance ◽  
Multiple Intelligences ◽  
High Intelligence ◽  
Research Questions ◽  
Level Of Significance ◽  
High Level ◽  
The University ◽  
The Relationship ◽  
Very High ◽  
University Of Ibadan

Research into investigation of the relationship between multiple intelligences of learners and academic performance is germane. This study investigated relationship between multiple intelligences of higher degree students and academic performance. Two research questions and three hypotheses guided the correlational study. Three hundred and thirty Master degree students of the University of Ibadan who are randomly selected made the sample. Three validated instruments: Simple Multiple Intelligence Inventory developed by Gardner (r=0.89), Modified MILHDSQ (r=0.87) and the CGPA of students result for the two semesters was used to collect data that was analysed using descriptive and inferential statistics at 0.05 level of significance. The result reveals a very high level of multiple intelligences in the overall mean of 4.34. Students demonstrated very much high intelligence in Logical-mathematical (Xw=4.82), interpersonal (Xw=4.57) and visual (Xw=4.53). Both logical (8.143<0.05) and intrapersonal (19.252<0.05) intelligences are related to academic performance. Moreover, academic performance has high correlation with Logical (0.72) and Linguistic (0.61). This shows a positive correlation between multiple intelligences and academic performance. The result provided opportunity for lecturers’ awareness to observe level of multiple intelligences of students for better guidance to improve academic performance. It is recommended that teaching strategies that will accommodate multiple intelligences be designed by education stakeholders.

A New Step in the Study of the History of the Russian Prosecutor’s Office

2019 ◽  
pp. 94-98
Keyword(s):  
Russian Federation ◽  
Russian Empire ◽  
Practical Significance ◽  
History Of ◽  
The Russian Federation ◽  
The Russian Empire ◽  
High Level ◽  
The University

The paper is a review on the textbook by A. V. Yeremin, «The History of the National Prosecutor’s office» and the anthology «The Prosecutor’s Office of the Russian Empire in the Documents of 1722–1917» (authors: V. V. Lavrov, A. V. Eremin, edited by N. M. Ivanov) published at the St. Petersburg Law Institute (branch) of the University of the Prosecutor’s office of the Russian Federation in 2018. The reviewers emphasize the high relevance and high level of research, their theoretical and practical significance. The textbook and the anthology will help the students increase their legal awareness, expand their horizons.

scholarly journals SURG-29. A SINGLE CENTRE EXPERIENCE OF USING INTRA-OPERATIVE MRI IN MANAGING PEDIATRIC CRANIAL NEURO-ONCOLOGY CASES

2020 ◽  
Vol 22 (Supplement_3) ◽  
pp. iii464-iii464
Author(s):  
Dharmendra Ganesan ◽  
Nor Faizal Ahmad Bahuri ◽  
Revathi Rajagopal ◽  
Jasmine Loh PY ◽  
Kein Seong Mun ◽  
...  
Keyword(s):  
Standard Operating Procedure ◽  
Ferromagnetic Material ◽  
Extent Of Resection ◽  
Kuala Lumpur ◽  
Data Set ◽  
Single Centre Experience ◽  
Physical Setting ◽  
Paediatric Case ◽  
High Level ◽  
The University

Abstract The University of Malaya Medical Centre, Kuala Lumpur had acquired a intraoperative MRI (iMRI) brain suite via a public private initiative in September 2015. The MRI brain suite has a SIEMENS 1.5T system with NORAS coil system and NORAS head clamps in a two room solution. We would like to retrospectively review the cranial paediatric neuro-oncology cases that had surgery in this facility from September 2015 till December 2019. We would like to discuss our experience with regard to the clear benefits and the challenges in using such technology to aid in the surgery. The challenges include the physical setting up the paediatric case preoperatively, the preparation and performing the intraoperative scan, the interpretation of intraoperative images and making a decision and the utilisation of the new MRI data set to assist in the navigation to locate the residue safely. Also discuss the utility of the intraoperative images in the decision of subsequent adjuvant management. The use of iMRI also has other technical challenges such as ensuring the perimeter around the patient is free of ferromagnetic material, the process of transfer of the patient to the scanner and as a consequence increased duration of the surgery. CONCLUSION: Many elements in the use of iMRI has a learning curve and it improves with exposure and experience. In some areas only a high level of vigilance and SOP (Standard operating procedure) is required to minimize mishaps. Currently, the iMRI gives the best means of determining extent of resection before concluding the surgery.

scholarly journals Effects of Socio-Academic Intervention on Student Performance in Vulnerable Groups

2021 ◽  
Vol 13 (14) ◽  
pp. 7673
Author(s):  
Tarquino Sánchez-Almeida ◽  
David Naranjo ◽  
Raquel Gilar-Corbi ◽  
Jessica Reina
Keyword(s):  
Higher Education ◽  
Academic Performance ◽  
Student Performance ◽  
Academic Intervention ◽  
Vulnerable Groups ◽  
University System ◽  
Higher Education System ◽  
Economic Support ◽  
Support Mechanisms ◽  
The University

In Ecuador, affirmative action policies enable students from vulnerable groups to preferentially enter universities. However, these policies are limited to admission and do not include academic or socio-economic support mechanisms that, according to the literature, promote student insertion in the higher education system. In this study, the effects of socio-academic intervention on the academic performance of vulnerable students are presented. For this, 41 students were selected among 164 vulnerable students entering the Escuela Politécnica Nacional in the second term of 2019. The 41 students attended a socio-academic intervention course for one term, while the remaining 123 attended the Escuela Politécnica Nacional levelling course directly. Once both groups of students finished the levelling course, their performance in each of the course subjects was compared. The results showed that the academic performance of the students in the intervention was significantly higher in mathematics and geometry compared to the students who had no intervention. These results show that the socio-academic intervention promotes the real insertion of vulnerable students in the university system.

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