Athlete or Academic? The Relationship Between Athletic Identity and Academic Self-Concept

• In Event: The Power of Perceptions: Examining How Race, Gender, and Athletic Identities Influence Self-Concepts, Efficacy, and Stereotype Threat

Abstract

This paper explores how student-athletes self-identify with their roles as students and athletes. The strength of this relationship and the potential impact of age (i.e. opportunities for identity development) are discussed, as well as differences in self-identification by grade-level.

Athletic identity is the extent to which a person identifies with the athlete role. This identification determines ones perception of the world as seen through the lens of an athlete and determines the importance of participating in athletics as a way to define and express oneself (Brewer & Cornelius, 2001; Nasco & Webb, 2006). Many athletes begin developing their athletic identity early in life and strengthen it with continued participation (Steinfeldt & Steinfeldt, 2010).
Academic self-concept refers to the self-views one has with regard to their own academic abilities, and is strongly influenced by making social comparisons and receiving academic feedback (Reynolds et al., 1980; Lent, Brown, & Gore, 1997; Cokley, 2000). The term student-athlete implies that there is a link between ones roles as a student and an athlete.

Participants were recruited, in the southwestern U.S., over two years at a summer basketball camp for students in grades 3-12. Participants included a racially diverse sample of 379 boys. Ages ranged from 7-18, with M=13.12. Surveys were administered upon completing camp registration. The statistical analyses included descriptive statistics, correlations, and an analysis of variance.

Along with completing demographic information, participants were asked to complete the Academic Self-Concept Scale (ASCS; Reynolds, 1988) and the Athletic Identity Measurement Scale (AIMS; Brewer & Cornelius, 2001).

Both measures were originally designed for adults, but were slightly modified for younger participants. Both the AIMS (α=.776; M=13.12, SD=5.99) and the ASCS (α=.948; M=126.77, SD=15.27) maintained reliability in this younger population.
Preliminary analysis revealed that while both athletic identity (r=.157, p<.01) and academic self-concept (r=-.336, p<.01) are significantly associated with age, they are not related to one another. These findings may indicate that student-athletes are able to develop their student and athlete identities in separate contexts. In other words, this study is evidence that one cannot predict how a student-athlete views his own academic abilities by simply knowing how much he identifies with his athlete role.
An analysis of variance indicated group differences by grade-level for both athletic identity (F=6.875, p<.01) and academic self-concept (F=19.169, p<.001). Post hoc pairwise comparisons revealed that there was no significant difference between the Elementary and Middle groups, but that the High school group differed significantly from the Elementary (p<.001) and Middle (p<.05) groups on athletic identity.

Both constructs measured in this study can have a direct impact on how students view themselves in a school setting and, as they get older, can have an influence on which activities student-athletes decide to focus. The findings will be particularly relevant for parents, athletic directors, coaches, and counselors that promote positive balance between school and sports in student-athletes.

Authors

• Paul A Robbins, The University of Texas - Austin

• Louis Harrison, The University of Texas - Austin