Impact of Athletic Identity and Emotional Competence on.

This study was designed to extend the previous investigation of athletic identity and identity foreclosure among male college athletes. Specifically, utilizing previously developed scales; Athletic Identity Measurement Scale (AIMS) and the Objective Measure of Ego-Identity Status (OM-EIS), this study assessed a sample of male college athletes' AIMS and OM-EIS levels in order to investigate.

Athletic Identity. As stated earlier, athletic identity may be defined as the degree with which an individual identifies with the athlete role (Brewer et al., 1993). The athletic role is an important social dimension of self-concept influencing experiences, relationships with others, and pursuit of sport activity (Cornelius, 1995). Past research has indicated that strong athletic identity is.

Motivation, athletic identity, and commitment are constructs that have previously been addressed and researched in regards to their impact upon athletes. Each of these constructs has previously been addressed alongside one other construct but all three have not been addressed. In addition to this, research is lacking information regarding collegiate club sport athletes. The purpose of this.

Brewer, Van Raalte, and Linder (1993) distinguish athletic identity as a distinct cognitive structure, or self-schema that helps individuals process, contextualize, and interpret information about the self. Here, athletic identity is defined as the extent to which an individual identifies with the athlete role. In considering individual.

Results indicated that athletes who had higher athletic identity had elevated depressive symptomology and state anxiety in comparison to athletes with lower athletic identity, after sport retirement. Results pertaining to the impact of coping on mental health and well-being variables, and their relation to athletic identity, were also supported.

Athletes have been found to have more negative attitudes toward seeking professional psychological help than non-athletes (Watson, 2005) despite experiencing comparable amounts of mental illness (Markser, 2011). The purpose of the present study was to examine factors that are associated with athletes’ help-seeking attitudes, including athletic identity and emotional competence. A sample of.

The present study utilized a general interpretive qualitative methodology to gain an understanding of athletes’ personal experiences with isolation, athletic identity, and social support. Seven athletes were recruited from a division I university. The themes suggested isolation is an individualized experience and regardless of outside factors.

The secondary conclusion was the strength of the athletic reference group seemed to impact Black student-athletes, regardless of the degree of their athletic identity, and final conclusion was despite the potential lack of exploration of other forms of identity, a socialized athletic identity seemed to contribute to the psychosocial development.

The student-athlete’s year in school, athletic identity, occupational decision-making information-gathering and problem-solving self-efficacy, and revenue sport status participation were found to explain a significant amount of the variance in the value of academic motivation.

Therefore, the purpose of this quantitative study utilizing survey design was to examine the relationship among sport participation, gender schema, athletic identity, and internalized homophobia. A network-based snowball sampling method was used to survey 226 lesbians, 18 years of age and older. Surveys issued via Internet included the Bem Sex.

The purpose of this study was to examine athletic and academic identity and athletic and academic motivation in DIII student-athletes. An additional purpose of the study was to explore the extent to which identity and motivation variables could predict GPA. This study also.