{"id":{"repo_id":"baylor","oai_identifier":"oai:baylor-ir.tdl.org:2104/7937"},"canonical_url":"https://search.dev.ndltd.org/etd/baylor/oai:baylor-ir.tdl.org:2104/7937","repository":{"repo_id":"baylor","name":"Baylor University","base_url":"https://baylor-ir.tdl.org/server/oai/request"},"display":{"title":"Collegiate student-athletes' academic success : academic communication apprehension's impact on prediction models.","abstract":"This dissertation study examines the impact of traditional and non-cognitive variables on the academic prediction model for a sample of collegiate student-athletes. Three hundred and fifty-nine NCAA Division IA male and female student-athletes, representing 13 sports, including football and men's and women's basketball provided demographic information (i.e., race, academic classification, gender, scholarship status) and provided responses to the Academic Communication Anxiety Test instrument. The Associate Athletic Director for Student-Athlete Services provided precollege and college academic information (high school GPA, SAT/ACT score, collegiate GPA) and this information along with data provided by the participants was entered into a multiple regression analysis. The purpose of the study was to determine which variables predicted student-athlete college GPA and if participation in a revenue-generating versus a nonrevenue-generating sport impacted college GPA. The analyses indicated that the ACAT was a valid and reliable measure (alpha = .94) with three factors. In addition, high school core GPA, study hall hour requirement, academic classification, and pre-college standardized test score made significant contributions to the prediction equation. Participation in a revenue-generating sport was found to significantly impact GPA.","abstract_html":"This dissertation study examines the impact of traditional and non-cognitive variables on the academic prediction model for a sample of collegiate student-athletes. Three hundred and fifty-nine NCAA Division IA male and female student-athletes, representing 13 sports, including football and men's and women's basketball provided demographic information (i.e., race, academic classification, gender, scholarship status) and provided responses to the Academic Communication Anxiety Test instrument. The Associate Athletic Director for Student-Athlete Services provided precollege and college academic information (high school GPA, SAT/ACT score, collegiate GPA) and this information along with data provided by the participants was entered into a multiple regression analysis. The purpose of the study was to determine which variables predicted student-athlete college GPA and if participation in a revenue-generating versus a nonrevenue-generating sport impacted college GPA. The analyses indicated that the ACAT was a valid and reliable measure (alpha = .94) with three factors. In addition, high school core GPA, study hall hour requirement, academic classification, and pre-college standardized test score made significant contributions to the prediction equation. 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The Associate Athletic Director for Student-Athlete Services provided precollege and college academic information (high school GPA, SAT/ACT score, collegiate GPA) and this information along with data provided by the participants was entered into a multiple regression analysis. The purpose of the study was to determine which variables predicted student-athlete college GPA and if participation in a revenue-generating versus a nonrevenue-generating sport impacted college GPA. The analyses indicated that the ACAT was a valid and reliable measure (alpha = .94) with three factors. In addition, high school core GPA, study hall hour requirement, academic classification, and pre-college standardized test score made significant contributions to the prediction equation. Participation in a revenue-generating sport was found to significantly impact GPA."]},{"key":"dc:format.mimetype","label":"Dc Format Mimetype","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Collegiate student-athletes' academic success : academic communication apprehension's impact on prediction models."]}]}],"canonical_facts":{"dc:contributor.advisor":["Robinson, Eric L."],"dc:creator":["James, Kai'Iah A."],"dc:date.accessioned":["2010-06-23T12:21:52Z"],"dc:date.available":["2010-06-23T12:21:52Z"],"dc:date.issued":["2010-06"],"dc:description.abstract":["This dissertation study examines the impact of traditional and non-cognitive variables on the academic prediction model for a sample of collegiate student-athletes. 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In addition, high school core GPA, study hall hour requirement, academic classification, and pre-college standardized test score made significant contributions to the prediction equation. Participation in a revenue-generating sport was found to significantly impact GPA."],"dc:format.mimetype":["application/pdf"],"dc:identifier.uri":["https://hdl.handle.net/2104/7937"],"dc:language.iso":["en"],"dc:rights":["Baylor University works are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. 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