Exploratory Study on Student Athletes' Conceptions of Sport and Course Assessment

• In Event: Examining Aspects of College Student Athletes

Abstract

Students’ conceptions of assessment can be viewed in terms of keeping students and universities accountable, but also as irrelevant and unfair—negatively impacting achievement. Our study examined how conceptions of assessment and emotions in a sample of student-athletes (N = 77) differed in sport and academic domains. The conception that assessment is irrelevant in both domains was negatively associated with positive emotions (enjoyment, pride) and positively with negative emotions (anxiety, anger, helplessness). Student-athletes indicated assessment is irrelevant, and enjoyable, more in their sport than in their courses. They also enjoyed, felt less anger and helplessness in sport assessments but felt more relief after course assessments. We discuss the implications of our findings for assessment strategies in sport and academic domains.

Authors

• Patti C. Parker, University of Alberta

• Lia Daniels

• Lauren Denise Goegan, University of Alberta