The purpose of this correlational study was to examine the relationship between academic motivation and social-emotional competency of student-athletes in terms of gender, grade, and doing active sports. The study group consisted of 200 volunteer student-athletes studying at a Sports High School. The Academic Motivation Scale and the Delaware Social-Emotional Competency Scale were used. According to the results, there was a significant difference between the mean scores related to the sub-dimensions of “Intrinsic motivation (IM)-to accomplish, Extrinsic motivation (EM)-introjected regulation, and amotivation” according to the variable of doing active sports, and “self-awareness, social-awareness, and EM-identified regulation” according to gender variable by independent sample t-test. The one-way ANOVA analysis results showed that there was a significant difference between the mean scores of “self-awareness, social-awareness, and IM-to know” sub-dimensions according to the variable of grade. The Pearson Moments Multiplication Correlation test showed that there was a negative relationship between the sub-dimensions self-awareness and social-awareness via EM-identified regulation. This study showed a low negative correlation between academic motivation and social-emotional competency on student-athletes. Significant differences were found between various sub-dimensions according to the variable of gender, grade, and doing active sports.
Recommended CitationFiliz, Bijen Assist. Prof. Dr. and Durnalı, Mehmet Assist. Prof. Dr.. (2020). Examining the Relationship between Academic Motivation and Social-Emotional Competency in Student-Athletes. i.e.: inquiry in education: Vol. 12: Iss. 2, Article 10.
Retrieved from: https://digitalcommons.nl.edu/ie/vol12/iss2/10