Learning Attitude and Academic Achievement of Collegiate Athletes

• Main Authors: Chung, Chiou-Hwa, 鍾秋華
• Other Authors: Huang,Yueh-Guey
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/40967739244342183251

碩士 === 臺北巿立體育學院 === 休閒運動管理學系碩士班 === 99 === This study aimed to investigate the current status and relationships between the learning attitude and their achievements of collegiate athletes. Using a modified attitude questionnaire as a research instrument, 545 collegiate athletes were purposively sampled from a public sport college with 94% response rate. Descriptive statistics, Chi-square test, t test, one-way analysis of variance, Pearson correlation, and Scheffe’s post hoc test were used to analyze the data. The main findings were as follows: 1. The distribution of parental occupations showed these collegiate athletes belonged to multiple socio-economic classes. More than half of the athletes felt their performance had improved after they were admitted. One third of them did not work in school years. Those working athletes spent an average of 8.5 hours at work per week. Most of them reported their family income as fair. On average, they spent 4.2 hours per week on studying, and their academic performance was averaged at 71.2 on a 100 scale. 2. Male athletes, student athletes in higher graders, those who performed better after their entering college, would spend more hours on academic preparation..3. The learning attitudes and academic performance of these collegiate athletes were both scored moderate on average. Learning interest was found more important than developing a study habit. 4. Learning attitude was better for those who performed better in competitive games and for those who spent more time in academic preparation. And, academic achievement was better for male, low-graders, and those who spent more time in academic preparation,. 5. Learning achievement is good for those who perform good cognitive learning. This research suggested that, the education authority and school should concern more on athletes’ academic proficiency and provided related counseling measures. In the meantime, the authority should also encourage students to build-up self-esteem and build positive learning attitude in order to achieve academic goals and keep transcending themselves.