Exploring and Validating the Structure of the Student Athletes’ Sport and Academic Motivation Factors in Martial Arts

2021 ◽  
Vol 15 (4) ◽  
pp. 163-183
Author(s):  
Sung-Ho Jang ◽  
Mun-Cheong Choi ◽  
Seung-Bun Hong
Keyword(s):  
Martial Arts ◽  
Academic Motivation ◽  
Student Athletes ◽  
Motivation Factors

scholarly journals Special features of academic and sports motivation of students engaged and not engaged in sports

2020 ◽  
pp. 475-485
Author(s):  
Igor M. Kondratev ◽  
◽  
Ekaterina V. Dudorova ◽  
Keyword(s):  
Achievement Motivation ◽  
Negative Correlation ◽  
Self Efficacy ◽  
Positive Emotions ◽  
Academic Motivation ◽  
Student Athletes ◽  
Self Esteem ◽  
State University ◽  
Learning Achievement ◽  
Motivation Scale

The paper provides results of research on academic and sports motivation of student-athletes and students who do not participate in sports. The study was carried out in the period from May 2019 to February 2020 in Perm State University. It engaged 140 students: 70 involved in sports and 70 not involved. The average age of the interviewees was M = 19.85. The following methods were used to study the students’ educational and sports motivation: Self-Efficacy Scale (as adapted by D.S. Kornienko, A.Ya. Fominykh); Self-Efficacy to Regulate Exercise (as adapted by D.S. Kornienko, A.Ya. Fominykh); Sports Motivation Scale (as adapted by D.S. Kornienko, A.Ya. Fominykh); Scale of Academic Motivation (as adapted by T.O. Gordeeva). The results of the study show that students who are not involved in sports have more pronounced types of academic motivation, such as cognitive and achievement motivation. Student-athletes are more strongly motivated than non-athletic students in such types of motivations as positive emotions, improvement, learning, achievement, approval. Student-athletes have a higher level of sportsmanship and overall self-efficacy than non-athletic students. Some correlations between sports and academic motivation within groups have been found. In the group of student-athletes, a negative correlation was found between the motivation for excellence in sports and the motivation for self-esteem in learning. As for non-athletic students, external motivation is linked to approval motivation. The positive correlation of achievement motivation with emotions and cognition has been established.

scholarly journals Academic Motivations of Pregrade Students in the Choice of International Business Career

2020 ◽  
Vol 9 (2) ◽  
pp. 85
Author(s):  
Wagner Enoc Vicente-Ramos ◽  
Brenda Gonzales Silva ◽  
Shirley Teresa Nuñez Merino ◽  
Silvana Marjorie Paucar Lazo ◽  
Christian Richard Mejia Álvarez
Keyword(s):  
Intrinsic Motivation ◽  
International Business ◽  
Significant Relationship ◽  
Extrinsic Motivation ◽  
Academic Motivation ◽  
Business Students ◽  
Motivation Factors ◽  
Academic Motivation Scale ◽  
Academic Motivations ◽  
Identified Regulation

The main objective of this research is to determine which is the most recurrent motivation by university students choose international business careers at 8 universities in Peru. The study sample is composed by 1242 international business students from the main universities in Peru. For this study, the Academic Motivation Scale (AMC) was used, this scale considers intrinsic motivation factors (knowledge, achievement, stimulating experiences), extrinsic motivation (identified regulation, introjected regulation, external introjected) and amotivation.As a result, the research shows that the students wanted to achieve their goals (84%), because it is aligned to their dreams (83%), also that they want to show to other people that they are capable to generate business opportunities (81%). On the other hand, the main demotivations were the fact that they don’t care and just want to finish the career (10%), they didn’t know which career choose (13%) and they didn’t know the reason why they choose this career (15%).It is concludes that the factors of academic motivations (motivation, extrinsic motivations and intrinsic motivations) are positively related to the choice of the international business career. Where the most significant relationship is that between extrinsic motivation with external regulation and the choice of the international commercial career, to achieve its objectives such as giving a more positive image to family and friends. While the least significant relationship is that between the intrinsic motivation for stimulating experiences and the choice of an international business career.

Consideration of the Federal Guidelines for Academic Services for Student-Athletes with Sports-Related Concussion

2012 ◽  
Vol 13 (3) ◽  
pp. 70-78 ◽  
Author(s):  
Bess Sirmon-Taylor ◽  
Anthony P. Salvatore
Keyword(s):  
Student Athletes ◽  
Section 504 ◽  
Return To Play ◽  
Behavioral Deficits ◽  
Prevention Education ◽  
Concussion Management ◽  
School Settings ◽  
Definition Of ◽  
Federal Guidelines ◽  
Academic Services

Abstract Purpose: Federal regulations should be implemented to provide appropriate services for student-athletes who have sustained a concussion, which can result in impaired function in the academic setting. Eligibility guidelines for special education services do not specifically address the significant, but sometimes transient, impairments that can manifest after concussion, which occur in up to 10% of student-athletes. Method: We provide a definition of the word concussion and discuss the eligibility guidelines for traumatic brain injury and other health-impaired under IDEA, as is the use of Section 504. Results: The cognitive-linguistic and behavioral deficits that can occur after concussion can have a significant impact on academic function. We draw comparisons between the clinical presentation of concussion and the eligibility indicators in IDEA and Section 504. Conclusion: Speech-language pathologists are well-positioned to serve on concussion management teams in school settings, providing services including collection of baseline data, intervention and reassessment after a concussion has occurred, prevention education, and legislative advocacy. Until the cultural perception of concussion changes, with increased recognition of the potential consequences, student-athletes are at risk and appropriate implementation of the existing guidelines can assist in preservation of brain function, return to the classroom, and safe return to play.

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