High School Athle/cs: Effects on Student’s Self-­‐Efficacy Melissa Flucke, M.Ed & Joci Newton, Ph.D., NCSP University of Wisconsin-­‐La Crosse Research states there are numerous posi/ve student outcomes associated with having a strong sense of self-­‐
efficacy as well as with par/cipa/ng in high school athle/cs. This study will compare the self-­‐efficacy of high school athletes and non-­‐athletes by gender. School psychologists will benefit from this session because they will gain knowledge on how to pinpoint students who may need extra help to improve their self-­‐efficacy and in turn, their chances for academic success. Literature Review • Self-­‐efficacy is defined as, “beliefs in one’s capabili/es to organize and execute the cause of ac/on required to produce given aUainments” (Bandura, 1997, p. 3). • Recent research indicates that students who have a stronger sense of self-­‐efficacy have higher GPA’s than students with lower self-­‐efficacy (Hoell, 2011). • Athletes have higher GPAs, score higher in math and English, and spend more /me on homework compared to non-­‐athletes (Broh, 2002). • Compared to students who do not par/cipate in athle/cs, student athletes have significantly higher levels of self-­‐esteem, social connectedness, and lower levels of depression (Armstrong & Oomen-­‐Early, 2009). • Shelangoski, Hambrick, Gross, & Weber (2014) reported male athletes have higher levels of self-­‐efficacy than female athletes, while Armstrong & Oomen-­‐Early (2009) reported there is no difference in self-­‐efficacy between athletes based on gender. • The purpose of this study is to examine poten/al differences in self-­‐efficacy between male and female high school athletes and non-­‐athletes. RESEARCH POSTER PRESENTATION DESIGN © 2012
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Methods ParGcipants •  Par/cipants in this study included 680 students from a suburban high school in Wisconsin •  340 male and 336 female students completed the survey Grade Athle/c Status 12 22% 9 28% Non Athlete 45% Athlete 55% 11 24% 10 26% 9 10 11 12 Athlete Non Athlete Procedure A 15 minute paper survey was administered by classroom teachers to all students on the same day in October. Students who chose to par/cipate returned surveys the same day. Research QuesGon 2: Is there a difference in reported self efficacy for leisure /me skills and extracurricular ac/vi/es between males/females and athletes/non-­‐athletes? •  Results of an ANOVA indicated that there were a significant difference between: •  Athletes and non-­‐athletes in their reported self-­‐efficacy for leisure /me and extracurricular ac/vi/es and athle/c status F(1,379)=15.86, p=.000, par/al eta²= .040. •  Males and females in their reported self-­‐efficacy in leisure /me and extracurricular ac/vi/es and athle/c status F(1, 379)=11.37, p=.001, par/al eta²=.029. 2 separate ANOVAs were conducted Reliability •  Before comple/ng the main analyses for this study, reliability analyses were conducted on the two adapted versions of Bandura’s Children’s Self-­‐Efficacy Scale. Chronbach’s alpha values for the two adapted scales were as follows: •  Self-­‐Efficacy for Academic Achievement scale (α=.873) •  Self-­‐Efficacy for Leisure Time Skills and Extracurricular Ac/vi/es Scale (α=.812) •  These results indicate both scales have reasonable internal consistency reliability Research QuesGon 1: Is there a difference in self efficacy for academic achievement in terms of gender and athle/c status? •  This analysis revealed non-­‐significant results for both athle/c status F(1, 379)=3.149, p=.077, par/al eta²=.
008, as well as gender F(1, 379)=.072, p=.789, par/al eta²=.000 Discussion Self-­‐Efficacy for Academic Achievement • No differences in reported self-­‐efficacy in academic achievement for gender or athle/c status Self-­‐Efficacy for Leisure Gme Skills and Extracurricular AcGviGes • Females report higher levels of self-­‐efficacy than males • Athletes report higher levels of self-­‐efficacy than non athletes ImplicaGons for school psychologists • High schools should promote self-­‐efficacy skills for all students • All students should be screened for self-­‐efficacy • School staff should be aware that non athletes and males may need extra support in building their leisure /me and extracurricular ac/vity self-­‐efficacy Self Efficacy for Leisure Time Skills and Extracurricular AcGviGes Results EsGmated Marginal Means Abstract 520 500 480 460 440 420 400 Athlete Non Athlete Male Female Dependent Variable QualitaGve Data (top answers) Student par/cipants within this sample were also asked two qualita/ve ques/ons: •  What increases feelings of confidence in being able to succeed academically? •  Posi/ve feedback •  Family and friend support •  What helps you get through a setback? •  Posi/ve thinking •  Family and friend support References Armstrong, S. & Oomen-­‐Early, J. (2009). Social connectedness, self-­‐
esteem, and depression symptomatology among collegiate athletes versus nonathletes. Journal of American College Health, 57(5), 521-­‐526. Bandura, A. (1997). Self-­‐efficacy: The exercise of control. New York, NY: W.H Freeman and Company. Hoell, M. R. Self-­‐efficacy differences in high school athletes and non-­‐
athletes and by gender. Ed.S. in School Psychology, May 2011, 71pp. (R. Dixon) Linnenbrink, E. A., & Pintrich, P. R. (2002). Mo/va/on as an enabler for academic success. School Psychology Review, 31(3), 313-­‐327. Pastorelli, C., Caprara, G. V., Barbaranelli, C., Rola, J., Roza, S.
& Bandura, A. (2001). The structure of children’s perceived
self-efficacy: A cross-national study. European Journal of
Psychological Assessment, 17(2), p. 87-97. Shelangoski, B. L., Hambrick, M. E., Gross, J. P., & Weber, J. D. (2014). Self-­‐efficacy in intercollegiate athletes. Journal of Issues in Intercollegiate AthleAcs, 7, 17-­‐42. Acknowledgements University of Wisconsin-­‐La Crosse Graduate Studies Office for support of this research project.