Cognitive, learning and study strategy predictors of student-athlete academic success and academic progress rates

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University of Alabama Libraries

The purpose of this research was to explore a range of predictor variables believed to influence the academic success of student-athletes as measured by cumulative grade point averages (CGPA) and academic progress rates (APR). This study included 210 scholarship student-athletes participating in intercollegiate athletics at a National Collegiate Athletic Association (NCAA) limited-resource institution. Multiple regression analysis found standardized test scores (Test), high school core grade point averages (HSGPA), the Will composite scale of the Learning and Study Strategies Inventory, 2nd Edition (LASSI-II), gender, and generational status (i.e. first-generation or non-first-generation) to be most predictive of student-athlete cumulative grade point averages (CGPA). Independent t-tests were conducted on all predictor variables in the study and found significant differences between males and females on the variables of HSGPA, Test, and CGPA with female student-athletes scoring higher on all of these measures. Significant differences were also found between first-generation and non-first-generation student-athletes on variables of HSGPA, Test, Skill, Will, and CGPA with non-first-generation student-athletes scoring higher on all of these measures. Student-athletes participating in non-revenue sports had significantly higher scores on the HSGPA, Test, and CGPA variables. Logistic regression analyses using found standardized test scores to be the only predictor variable in this study to consistently contribute to the prediction of APR point loss.

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Higher education