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221102s2019 ph a grb |||0 ||eng | |
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|a (iLib)UPD-00533071790
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|a DEDUC
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|a eng
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|a LG 995 2019 E3
|b E87
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|a Espina, Leanne S.
|e author.
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|a Role conflict, academic performance, and support needs of collegiate student-athletes
|c Leanne S. Espina ; thesis adviser, Lizamarie C. Olegario ; thesis reader, Gilda L. Uy ; Irene C. Oael, panel member.
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|a Quezon City
|b College of Education, University of the Philippines Diliman
|c 2019.
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| 300 |
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|a vii, 114 leaves
|b illustration
|c 28 cm.
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|a text
|2 rdacontent
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|a unmediated
|2 rdamedia
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| 338 |
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|a volume
|2 rdacarrier
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|a Thesis (Master of Arts in Education - Educational Foundations)--University of the Philippines, Diliman
|d May 2019.
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|a Includes bibliographical references (pages 98-109).
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|a The study examined the relationship between perceived role conflict and academic performance among collegiate student-athletes. Specifically, the study explored the experiences of student-athletes with perceived role conflict and how they managed balancing being a student and an athlete to be able to suggest appropriate support programs that they would benefit from. A multi-method research design with both a quantitative and qualitative phase was administered to one hundred forty one (141) student-athletes of a state university in Quezon City. The participants answered the Student Athlete Questionnaire Part 2 (SAQP2) to identify their perceived role conflict score and a copy of their grades for the whole school year of 2017-2018 was prepared to compute their general weighted average for the school year. Seven student-athletes from the sample underwent a semi-structured interview to learn about their experiences as student-athletes. The Pearson-r correlation for perceived role conflict and grade weighted average showed that there was a weak positive correlation between the two. However, independent t-tests showed no significant difference on both perceived role conflict score and gender, and grade weighted average and gender. The semi-structured interviewed revealed that most student-athletes identify themselves as athletes because of the amount of time they invest on the role. Despite wanting to focus on their student role, student-athletes noted that they lacked the time and energy to do so. They also admitted to facing multiple pressures in the university that made them want to excel in both roles. The student-athletes identified the need for academic programs such as tutorial services, buddy systems and faculty advisors to guide them throughout the school year. Apart from this, they also felt that there was a need for a psychological program for all varsity teams.
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|a Role conflict.
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|a College athletes
|x Education
|z Philippines
|z Quezon City.
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|a Academic achievement
|z Philippines
|z Quezon City.
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|a College sports
|x Social aspects
|z Philippines
|z Quezon City.
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|a Student Athlete Questionnaire.
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|a Olegario, Lizamarie Campoamor
|e thesis adviser.
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|a Uy, Gilda L.
|e thesis reader.
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|a Oael, Irene C.
|e panel member.
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|a Thesis
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|a FI
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|a UP
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|a UPD
|b DEDUC
|h LG 995 2019 E3
|i E77
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| 942 |
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|a Thesis
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