Specially and Regularly Admitted Division I Student-Athletes: Differences in and Relationships Between Academic and Athletic Identity, Perceived Support, and Academic Commitments

Abstract

The purpose of this study was to examine academic commitments in Division I specially and regularly admitted student-athletes. Division I student-athletes completed questionnaires assessing academic and athletic identity, perceived academic support, degree commitment, institutional commitment, and intent to withdraw. Structural equation modeling showed that institutional commitment was predicted positively by degree commitment and perceived academic support. It was also predicted by academic identity indirectly through degree commitment. Intent to withdraw was predicted negatively by degree commitment, athletic identity, and perceived academic support. Both institutional commitment and intent to withdraw were also predicted by academic identity indirectly through degree commitment. Compared to regularly admitted student-athletes, specially admitted student-athletes reported lower academic and athletic identities, lower perception of academic support from staff, and lower commitment to their degree, which contributed to their lower institutional commitment and higher intent to withdraw. Findings highlight the importance of academic integration of student-athletes.