Hale (1993) Explanatory style as a predictor of academic and athletic achievement in college athletes

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Explanatory style as a predictor of academic and athletic achievement in college athletes

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CONTRIBUTORS:

Author:

Hale, B. D. (University of Maine Orono)

JOURNAL:

Journal of Sport Behavior (JSB), 16(2), 63 - 75.

YEAR:

1993

PUB TYPE:

Journal Article

SUBJECT(S):

university; sport; athlete; attribution; achievement-motivation; academic-achievement

DISCIPLINE:

No discipline assigned

HTTP:

https://secure.sportquest.com/su.cfm?articleno=319615&title=319615

LANGUAGE:

English

PUB ID:

103-343-452 (Last edited on 2002/05/05 14:14:19 GMT-6)

SPONSOR(S):

ABSTRACT:
A longitudinal archival data collection paradigm was used to study the effects of explanatory style on academic and athletic achievement as predicted by the Reformulated Attributional Model of Learned Helplessness and Depression (RAM) and there is a reported relationship between attained freshman grade point average (GPA) and explanatory style measured by the Attributional Style Questionnaire (ASQ) in Ivy League students when predicted QPA was controlled. Subsequently, partial support for the validity of RAM with athletes on depressiveness, global self-worth, swimming achievement motivation, and trait sports anxiety was shown but its effectiveness as a trait-oriented measure in a sports setting was questioned. This study examined this question using 92 college athletes from a Division 1 school who completed the ASQ in their first semester; their GPAs during their freshman and junior years served as dependent variables. Six multiple regression analyses including predicted nonscience GPAs, composite positive, negative, and overall ASQ scale scores, and their interactions as independent variables produced overall significant regression models. Only predicted nonscience GPAs produced significant main effects in overall composite ASQ score equations. Three planned t-tests with composite ASQ scales on groups with higher/lower-than predicted freshman GPAs showed nonsignificant results. During their third year of matriculation, continuing varsity athletes (N=57) were compared to athlete "drop-outs" (n=27) to examine possible academic and athletic achievement differences. Although initially similar, athletes had significantly higher GPAs than dropouts. Conversely, dropouts had significantly higher composite positive and overall ASQ scores. The results of this study fail to support the RAM predictions on athletic and academic achievement. An analysis of the validity and reliability of the ASQ instrument indicates that sport-specific instruments have greater predictive power in sport settings.

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