Sports Participation and Academic Achievement: Does Self-Efficacy Play a Role?

This study sought to examine the relations between sports participation, academic achievement, and self-efficacy in high school students. Self-efficacy has been linked to both sports participation and academic achievement, but no study has examined these three variables together. One hundred eleven students from two schools filled out surveys examining their levels of sports participation, academic and athletic self-efficacy, and demographic information. Participating schools provided student GPA information. Results supported the study’s first, second, and third hypotheses. Athletes had higher GPAs and academic self-efficacy scores than non-athletes. Additionally, there was evidence for an indirect effect of sports participation on GPA through the mediating variable of academic self-efficacy. Results did not support the study’s fourth hypothesis, as there was no significant relation between academic self-efficacy and athletic selfefficacy among athletes in the present study. Results are discussed in relation to the student population and school environment. SPORTS AND ACADEMIC ACHIEVEMENT 8 Chapter 1: Introduction This chapter will cover general research findings pertaining to sports participation, academic achievement, and self-efficacy. This chapter also includes the purpose of the study, research questions addressed in the study, hypotheses associated with each of the questions, and definitions of significant terms. Test-driven educators are continually seeking ways to bolster academic achievement. The No Child Left Behind (NCLB) Act has had several major effects on American education. Some of these effects include a greater focus on the alignment of curriculum and instruction, students taking more tests, and closer analysis of test score data. Additionally, more attention is now directed at achievement gaps between particular groups of students, such as traditionally underperforming groups of students from low-income families, ethnic and racial minorities, and those learning English (Jennings & Rentner, 2006). The relations between sports participation and academic achievement have various theoretical underpinnings. On an informal level, there are many individuals who claim to have achieved various successes related to academic achievement as a result of formative sports experiences. From a research perspective, there is considerable evidence that sports participation positively relates to academic achievement among youth (Gerber, 1996; Stegman & Stephens, 2000; Stephens & Schaban, 2002). The sports context is an important setting in the lives of youth. Over 47 million youth participate in organized sports (Ewing & Seedfelt, 2002). Since sports are a meaningful context in which many young people participate, youth sports teams may be a viable way in which to promote optimal development. Research exists suggesting the SPORTS AND ACADEMIC ACHIEVEMENT 9 value of consciously designed sports programs for positive youth development (FraserThomas, Cote, & Deakin, 2007). Positive Youth Development refers to the acquisition of competencies and skills needed for optimal youth development that continues into adulthood. These assets include cognitive, social, emotional, and intellectual competencies, such as confidence, character, or perseverance. Sports teams provide various advantages for optimal development, including a high level of enjoyment and challenge, ample opportunities to develop positive relationships, and fulfilling a need to belong (Heilman, 2011). The relations between sports participation and academic achievement may be a byproduct of this phenomenon. Given the increased emphasis on student achievement within schools, and the wide availability of sports programs for youth, understanding the mechanisms through which sports participation might promote academic achievement is an important area of research. One variable that may relate to both sports participation and academic achievement is self-efficacy. Self-efficacy is defined as beliefs about one’s ability to successfully execute a behavior required to produce a certain outcome (Bandura, 1997). The contribution of self-efficacy to academic achievement is well developed in the literature (Gore, 2006; Pajares, 1996; Richardson, Abraham, & Bond, 2012). Considerable evidence also exists for relations between sports participation and selfefficacy (Cetinkalp & Turksoy, 2011; Heilman, 2011). Given these relations, it is reasonable to hypothesize that the relation between sports participation and academic achievement may be influenced by the mediating variable of self-efficacy. In other words, sports participation might increase self-efficacy, which could in turn increase academic achievement. However, a comprehensive review of the literature did not reveal SPORTS AND ACADEMIC ACHIEVEMENT 10 any studies that have examined these three variables together. The current study contributes to the literature by examining sports participation, academic achievement, and self-efficacy among high school students in a Southwest city. Understanding the relations between participation in sports and academic achievement is important for many reasons. These data could play a role in answering questions about the amount of money, time, and personnel that should be devoted to sports programs. For teachers and school psychologists, understanding the potential benefits of sports participation is of great value. If participation is related to academic achievement, then student athletes should be encouraged and supported to continue sports rather than viewed as being distracted from their studies. If there is an association between sports participation and academic achievement, understanding the mechanisms underlying this association can provide further valuable information. Research Questions The current study contributes to the literature by examining sports participation, academic achievement, and self-efficacy among high school students in a Southwestern city. The purpose of this study is to examine the link between sports participation, academic achievement, and self-efficacy. This study aims to answer the following research questions: 1. Are there significant differences in Grade Point Average (GPA) between athletes and non-athletes? Hypothesis 1: Students who participate in sports will have higher GPAs than students who do not participate in sports. 2. Is academic self-efficacy related to sports participation and academic achievement? Hypothesis 2A: Students who participate in sports will have higher SPORTS AND ACADEMIC ACHIEVEMENT 11 academic self-efficacy scores than students who do not participate in sports. Hypothesis 2B: Students who score higher on a measure of academic self-efficacy will also have higher GPAs. 3. Does self-efficacy partially mediate the relations between sports participation and academic achievement? Hypothesis 3: Academic self-efficacy will partially mediate the relations between sports participation and GPA values. 4. For athletes, is athletic self-efficacy related to academic self-efficacy? Hypothesis 4: Athletes who score higher on a measure of athletic self-efficacy will also score higher on a measure of academic self-efficacy. Definition of Terms Several terms are used throughout this dissertation. Based on the literature, the main terms are defined as follows: Academic Achievement refers to excellence across academic disciplines. In the present study, this will be measured using each student’s GPA. As GPA increases, so does academic achievement. Adolescence refers to the period from 13 years of age through 18 years of age. Athlete refers to a student who reports participation in at least one organized sports program (Stephens & Schaban, 2002). Academic self-efficacy refers to one’s confidence to perform typical academic behaviors, master different areas of coursework, and structure environments conducive to learning (Bandura, 1997; Zimmerman, 2002). Athletic self-efficacy refers to one’s confidence in their ability to be successful in their chosen sport (Vealey, 1986). SPORTS AND ACADEMIC ACHIEVEMENT 12 General self-efficacy refers to global confidence in one’s ability across a wide range of demanding and novel situations (Kvarme et al., 2009). Non-Athlete refers to a student who does not participate in at least one organized sports program (Stephens & Schaban, 2002). Organized sport programs refers to community or school-based programs that provide coaching, supervision, proper equipment, and safety rules, but they may also create expectations that exceed a young person’s stage of growth and maturation, which may hinder one’s ability to participate in sport (see Heilman, 2011). Self-efficacy refers to beliefs about one’s ability to successfully execute a behavior required to produce a certain outcome (Bandura, 1997). Sports participation refers to a student participating in at least one organized sport program (Stephens & Schaban, 2002), either at school or within the community. SPORTS AND ACADEMIC ACHIEVEMENT 13 Chapter 2: Literature Review This chapter provides a review of relevant literature, beginning with research examining the relations between sports participation and academic achievement. Following this, there is a general discussion of self-efficacy, including research suggesting that self-efficacy beliefs can be transferred across domains (e.g. increased athletic self-efficacy could relate to increased academic self-efficacy). The next section addresses the relations between self-efficacy and academic achievement, followed by the relations between self-efficacy and sports participation. Sports Participation Among Youth History. During the past century, organized youth sports have become an integral part of American culture. The beginning of the youth sports movement dates back to the early 1900s, when it was recognized that physical activity was an important part of education (Smoll & Smith, 2002). Sports programs began as after-s