Ninth International Conference on Sport & Society

Abstract

A hypothesized model of the relationship among these attributes and achievement was tested in Spring 2014. Regression results revealed that 19% of the variance in academic achievement was due to the influence of these three sets of research factors, which was statistically significant. Gender, number of academic credits (load), and sports motivation had significant direct effects on achievement. Female students scored roughly six points higher than male students on this final exam. Gender’s influence on achievement was partially attributable to the student’s level of stress (e.g., on this exam, male students with higher levels of stress had lower grades than female students with the same level of stress). Students taking more credits were likely to score higher on this exam than students taking fewer credits. As students’ level of sports amotivation increased, the strength of the relationship between the number of student academic credits and achievement decreased. These results indicated the direct and indirect effects of sports motivation (SDT) and other factors on academic achievement.