Factors affecting the academic and athletic self determined motiv

University of North Dakota UND Scholarly Commons Theses and Dissertations Theses, Dissertations, and Senior Projects January 2016 Factors Affecting The Academic And Athletic Self- Determined Motivation Of NJCAA Division III Student-Athletes: A Mixed Methods Study Melissa Margaret Majerus Follow this and additional works at: https://commons.edu/theses Recommended Citation Majerus, Melissa Margaret, "Factors Affecting The Academic And Athletic Self-Determined Motivation Of NJCAA Division III Student-Athletes: A Mixed Methods Study" (2016). Theses and Dissertations.edu/theses/1926 This Dissertation is brought to you for free and open access by the Theses, Dissertations, and Senior Projects at UND Scholarly Commons. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of UND Scholarly Commons. For more information, please contact zeineb.

FACTORS AFFECTING THE ACADEMIC AND ATHLETIC SELF-DETERMINED MOTIVATION OF NJCAA DIVISION III STUDENT-ATHLETES: A MIXED METHODS STUDY by Melissa M. Majerus Bachelor of Arts, Gustavus Adolphus College, 1998 Master of Education, St. Mary’s University, 2005 A Dissertation Submitted to the Graduate Faculty of the University of North Dakota in partial fulfillment of the requirements for the degree of Doctor of Philosophy Grand Forks, North Dakota May 2016 Copyright 2016 Melissa M. Majerus ii This dissertation, submitted by Melissa Majerus in partial fulfillment of the requirements for the Doctor of Philosophy from the University of North Dakota, has been read by the Faculty Advisory Committee under whom the work has been done and is hereby approved.

Robert Stupnisky, Chairperson __________________________________ Dr. Cheryl Hunter __________________________________ Dr. Andre Kehn __________________________________ Dr. Gail Ingwalson This dissertation is being submitted by the appointed advisory committee as having met all of the requirements of the School of Graduate Studies at the University of North Dakota and is hereby approved.

Wayne Swisher Dean of the School of Graduate Studies __________________________________ Date iii PERMISSION Title Factors Affecting the Academic and Athletic Self-Determined Motivation of NJCAA Division III Student-Athletes: A Mixed Methods Study Department Teaching and Learning Degree Doctor of Philosophy In presenting this dissertation in partial fulfillment of the requirements for a graduate degree from the University of North Dakota, I agree that the library of this University shall make it freely available for inspection. I further agree that permission for extensive copying for scholarly purposes may be granted by the professor who supervised my dissertation work or, in his absence, by the Chairperson of the department or the dean of the School of Graduate Studies. It is understood that any copying or publication or other use of this dissertation or part thereof for financial gain shall not be allowed without my written permission. It is also understood that due recognition shall be given to me and to the University of North Dakota in any scholarly use which may be made of any material in my dissertation.

Majerus March 29, 2016 iv TABLE OF CONTENTS LIST OF FIGURES ……………………………………………………………………….x LIST OF TABLES ………………………………………………………………………. 1 Statement of the Problem ………………………………………….6 Theoretical Framework: Self-determination Theory of Motivation …………………………………………………………7 Need for the Study ……………………………………………….9 Purpose of the Study …………………………………………….12 Research Questions ………………………………………………13 Summary …………………………………………………………14 II. REVIEW OF LITERATURE ……………………………………………16 Student-Athletes ………………………………………………….16 Definition ………………………………………………16 Self-Determination Theory ………………………………………21 Basic Psychological Needs ………………………………22 Autonomy ……………………………………….22 Competence………………………………………23 Relatedness ………………………………………23 v Needs Thwarting …………………………………………24 Motivational Types ………………………………………25 Intrinsic Motivation …………………………….27 Introjected Regulation ……………………27 Identified Regulation ……………………. 28 Self-Determination Theory in Education……………………….29 Instructor…………………………………… ……31 Athletic Performance ……………………………………32 Athletic Environment …………………………….34 Athlete Profile ……………………………………34 Summary………………………………………………………… 35 III.

METHODS……………………………………………………………… 37 Research Questions……………………………………………… 37 Pilot Study………………………………………………………. 38 The Current Study……………………………………………….42 vi Procedure and Participants ……………………………….45 Academic and Athletic Need Satisfaction ……….47 Sport Motivation …………………………………47 Perceived Academic and Athletic Success ………48 Quantitative Data Analysis ………………………………48 Qualitative Content Analysis .48 Mixed Data Analysis ……………………………………. 54 Research Questions……………………………………………… 54 Quantitative Analysis…………………………………………….55 Scale Validity and Reliability ……………………………56 Research Questions……………………………………………… 53 Question 1 – Academic Comparisons ……………………58 Question 2 – Perceived Success Predictions …………….60 Question 3 – Motivation Predictions …………………….69 Qualitative Content Analysis………………………………….71 Content Analysis …………………………………………71 vii Question 4 – Descriptions of Motivation ……………….77 Categories for Increased Academic Motivation ……………………………….79 Categories for Reduced Academic Motivation ……………………………….81 Categories for Increased Athletic Motivation ……………………………….82 Categories for Reduced Athletic Motivation ……………………………….83 Question 5 – Student-Athletes Profile ………………….84 Love of the Game……………………………….85 Cluster 1 Low-Sport + Moderate-Academic …….85 Cluster 2 Moderate-Sport + Low Academic …….86 Cluster 3 High-Sport + High Academic …………86 Summary………………………………………………………… 88 V. Summary, Discussion and Limitations………………………………….

89 Summary………………………………………………………… 89 Research Question 1……………………………………………. 97 Research Question 5 ……………………………………………100 viii Recommendations……………………………………………. 101 Limitations and Future Research……………………………….106 REFERENCES………………………………………………………………… ………147 ix LIST OF FIGURES Figure Page 1. “Self-Determination Theory and the Facilitation of Intrinsic Motivation, Social Development, and Well-Being”…………………………………….

Convergent-parallel design for motivation of Division III NJCAA student-athletes and nonstudent-athletes…………………………………………13 x LIST OF TABLES Table Page 1. Correlations between Age, Grade Point Average, Need Satisfaction, Motivation, and Perceived Success by Group for Pilot Study……………………………………. Descriptive Statistics for Academic Basic Needs and Academic Motivation in Pilot Study…………………………………………………………………………… 41 3. Survey Participant Demographic Information……………………………………….

Descriptive Summary of Study Variables……………………………………………57 5. Descriptive Summary of Athletic Study Variables…………………………………. Comparison of Student-Athlete and Nonstudent-Athlete on Need Satisfaction, Motivation, and Perceived Success…………………………………………………. Correlations Matrix: Nonstudent-athletes (upper diagonal) and Student-athletes (lower diagonal)…….

Regression Interactions of Basic Needs Supporting, Needs Thwarting, and Academic Motivation on the Perceived Academic Success of All Students…. Regression Interactions of Basic Psychological Needs and Academic Motivation on Perceived Academic Success of All Students………………………………………. Correlations Matrix for Student-Athlete Athletic Basic Needs and Sports Motivation……………………………………………………………………………66 11. Regression Analysis of the Interactions of Basic Athletic Needs Supporting, Athletic Needs Thwarting, and Athletic Motivation of Student-Athletes …………………….

Regression Analysis of the Interactions of Basic Athletic Basic Psychological Needs and Athletic Motivation on Perceived Athletic Success ……………………………. Regression Analysis of the Interactions of Basic Needs Supporting and Needs Thwarting on Intrinsic Academic Motivation………………………………………. Regression Analysis of the Interactions of Basic Needs Supporting and Needs Thwarting on Intrinsic Academic Motivation of Student-Athlete and Nonstudent- Athletes ……………………………………………………………………………. Regression Analysis of the Interactions of Basic Psychological Needs and Needs Thwarting on Intrinsic Athletic Motivation of Student-Athletes…………… ……….

Qualitative Codes, Definition, Motivational Type, and Examples for “Factors that Increase Academic Motivation”……………………………………………………. Qualitative Codes, Definitions, Motivational Type, and Examples for “Factors that Reduce Academic Motivation”……………………………………………………… 75 18. Qualitative Codes, Definition, Motivational Type, and Examples for “Factors that Increase Motivation in your Sport”…………………………………………………. Qualitative Codes, Definition, and Examples for “Factors that Decrease Motivation in your Sport”…………………………………………………………………….

Categories, Codes, and Examples of What Increases Students’ Academic Motivation…………………………………………………………………………… 76 21. Categories, Codes, and Examples of What Reduces Students’ Academic Motivation. Categories, Codes, and Examples of What Increases Student-Athletes’ Athletic Motivation…………………………………………………………………………… 83 23. Categories, Codes, and Examples of What Increases Student-Athletes’ Athletic Motivation…………………………………………………………………………… 83 24.

Final Cluster Centers for Student-Athlete Groups……………………………. 84 xii ACKNOWLEDGEMENTS The simple statement of “thank you” is not enough for all of those who have helped me to pursue and attain this degree. However, I will say thank you and happily acknowledge many of you in this section. Your guidance, suggestions, support, caring, and timely advice were needed and appreciated more than you know.

I would like to thank the members of my doctoral committee: Dr. Andre Kehn, Dr. Gail Ingwalson, Dr. Cheryl Hunter, and my advisor Dr.

Stupnisky, I want to truly thank you. I was fortunate to be exposed to your excellent teaching and guidance in the early stages of my degree. You have been a solid mentor and advisor and I truly appreciate all you have done for me. There have been so many amazing doctoral classmates in my time at the University of North Dakota.

I wish you all the best as you continue to pursue and complete your degree. Masela Obade and Yulia Kartoshkina, you both hold special places in my heart and you have truly inspired me and helped me grow. You are amazing colleagues and friends. I miss our times in the Health and Wellness Hub and I will always cherish your friendship.

A huge thank you to the faculty and staff at St. Cloud Technical and Community College. This institution has been incredibly support of my educational goals. They have been understanding of my “doctoral brain” and are deserving of my full attention now that I have finished my degree.

Kristina Keller, may you find the same relief and joy xiii writing your acknowledgements page as I have. Until that day comes, we will continue to consult on our research every other Wednesday, I promise. My friends and family have been so understanding of my need to study and attend class. I have missed gatherings, holidays, and so many hours of conversation.

You have all been so supportive and encouraging. I know you will welcome me back with open arms, thank you. The “pape” is finally done. Let’s Celebrate! Finally, the biggest thanks of all goes out to April.

My “true North.” You have given up the most, and have definitely witnessed the highest of highs throughout this process and the lowest of lows. I want to thank you for all of the inspiring and caring notes I would find on my homework and class notes throughout my coursework. They always brought a smile to my face and let me know that I was supported. You let me reach for new heights and were there to steady me when I wavered or pick me up if I fell.

Your support was unconditional, and for that I am incredibly grateful. The pursuit of this degree has changed me in ways I can only begin to explain. I have come to truly appreciate collegial conversations surrounding the topics of education, student development theory, motivation, and personal fortitude. I have become a more well-rounded and disciplined individual, I have found the simple joy surrounding the completion of a well-crafted sentence and I have now experienced the insurmountable joy associated with the completion of this dissertation.

Countless hours away from family, friends, and work were required to pursue my dream of a doctoral degree. I am proud to say I have finished and I have stories to tell about it. Thank you again to all of those important individuals who have aided me in this process. I owe you a debt of gratitude I can never repay.

xiv ABSTRACT Student-athletes who participate at Division III technical and community colleges across the country are a unique population of students who have special needs and interests. Their academic needs and interests likely led them towards a technical and community college education, but these students have also chosen to participate in athletics. Deci and Ryan’s (1985) self-determination theory (SDT) of motivation has long been utilized to examine students’ basic psychological needs (autonomy, competence, relatedness) and their impact on academic motivation (intrinsic, extrinsic, amotivation) and success; yet, little of this research has focused on community college students or student-athletes within a community college setting. In a recent pilot study, independent samples t-tests revealed that nonstudent-athletes, compared to student- athletes, had significantly higher self-reported grade point averages, perceived success, intrinsic motivation, and extrinsic motivation.

A limitation was that several of the study’s scales had poor reliabilities, prompting the use of improved measures in the current study. The current study employed new scales to examine the motivations of National Junior College Athletic Association (NJCAA) Division III student-athletes who, in stark contrast to their Division I and II counterparts, are not allowed to accept financial remuneration for their participation in intercollegiate athletics. More specifically, the purpose of this study was to examine the role basic psychological needs play in the xv academic motivation of student-athletes compared to nonstudent-athletes, as well as how these needs impact student-athletes motivation for athletics. A convergent parallel mixed method design was used to triangulate quantitative results with qualitative findings (Creswell & Plano Clark, 2011).

Participants consisted of students at a Midwestern community and technical college (N = 238) completing an online survey containing Likert-style and open-ended questions. Independent samples t- test revealed that nonstudent-athletes had significantly higher levels of intrinsic motivation for academics compared to student-athletes, and student-athletes were found to have significantly higher levels of amotivation than nonstudent-athletes. Multiple regressions revealed that the level of autonomy, competence, and relatedness a nonstudent-athlete has for academics has a significant impact on their academic motivation.