Publication Date

5-2024

Advisor(s) - Committee Chair

Shea Brgoch, Andrew Czekanski, Stacey Forsythe, Brad Stinnett

Degree Program

School of Kinesiology, Recreation & Sport

Degree Type

Master of Science

Abstract

Academic self-efficacy (ASE) is a construct derived from social cognitive theory developed to assess an individuals perceived competence in academia. It has been found to significantly relate to academic achievement. Students scoring higher in ASE are more likely to obtain higher cumulative grade point averages and higher test scores. Studies assessing ASE have examined degree programs such as science, technology, engineering, and mathematics (i.e., STEM), business, and the humanities. Despite the wide scope of fields studied, sport management programs have yet to be assessed. This study aims to fill this gap. Part of the study aimed to construct a valid ASE questionnaire designed specifically to assess sport management students’ ASE. The second aim of the study was to test three main hypotheses. H1: There will be a significant relationship between high academic achievement and a student’s ASE. H2: There will be a significant difference in ASE among male and female students. H3: There will be a significant difference in ASE scores based on a student’s year in school. The first round of the questionnaire design involved 189 undergraduate students enrolled in one sport management course in one Sport Management program. The second round of questionnaire design involved 103 undergraduate students enrolled in a sport management course from the same Sport Management Program. The exploratory factor analysis revealed that only two of the seven constructs loaded sufficiently: Working in Groups (α = .700) and Learning Strategies (α = .748). Analysis of each hypothesis were found to be insignificant, and each hypothesis was rejected.

Disciplines

Curriculum and Instruction | Education | Higher Education | Sports Studies

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