ebook img

Tackling the Transition: A Life Skills Intervention to Improve College Adjustment, College Self PDF

155 Pages·2017·2.19 MB·English
by  
Save to my drive
Quick download
Download
Most books are stored in the elastic cloud where traffic is expensive. For this reason, we have a limit on daily download.

Preview Tackling the Transition: A Life Skills Intervention to Improve College Adjustment, College Self

Georgia Southern University Digital Commons@Georgia Southern Electronic Theses and Dissertations Graduate Studies, Jack N. Averitt College of Summer 2016 Tackling the Transition: A Life Skills Intervention to Improve College Adjustment, College Self-Efficacy, and Transference of Life Skills of Freshmen Student-Athletes Kendra Grant Follow this and additional works at: https://digitalcommons.georgiasouthern.edu/etd Part of the Other Psychology Commons, and the Sports Studies Commons Recommended Citation Grant, Kendra, "Tackling the Transition: A Life Skills Intervention to Improve College Adjustment, College Self-Efficacy, and Transference of Life Skills of Freshmen Student- Athletes" (2016). Electronic Theses and Dissertations. 1469. https://digitalcommons.georgiasouthern.edu/etd/1469 This thesis (open access) is brought to you for free and open access by the Graduate Studies, Jack N. Averitt College of at Digital Commons@Georgia Southern. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of Digital Commons@Georgia Southern. For more information, please contact [email protected]. TACKLING THE TRANSITION: A LIFE SKILLS INTERVENTION TO IMPROVE COLLEGE ADJUSTMENT, COLLEGE SELF-EFFICACY, AND THE TRANSFERENCE OF LIFE SKILLS OF FRESHMEN STUDENT-ATHLETES by KENDRA GRANT (Under the Direction of Brandonn Harris) ABSTRACT The present study explored the effects of a life skills intervention on college freshmen student-athletes’ college adjustment, college self-efficacy, and the transference of life skills. The purpose of this study was to determine the importance of implementing life skills programming to student-athletes in order to smooth the transition period from high school to college. Hypotheses were that participants would improve in college adjustment, college self-efficacy, and transference of life skills from participation in the life skills intervention. Participants included three freshman student-athletes, who played various sports at a Division 1 University located in the southeast. The primary researcher conducted a single-subject B-A-B design to deliver the intervention over 9 sessions for 30 minutes to an hour each session. Results revealed that the life skills intervention was effective for two out of three of the participants on most of the subscales within the three measures: college adjustment, college self-efficacy, and the ability to transfer the skills learned in session to other domains. INDEX WORDS: Transition, Freshman student-athletes, and Life Skills TACKLING THE TRANSITION: A LIFE SKILLS INTERVENTION TO IMPROVE COLLEGE ADJUSTMENT OF FRESHMEN STUDENT-ATHLETES by KENDRA GRANT B.A., Mercer University, 2013 A Thesis Submitted to the Graduate Faculty of Georgia Southern University in Partial Fulfillment of the Requirements for the Degree MASTER OF KINESIOLOGY STATESBORO, GEORGIA © 2016 KENDRA GRANT All Rights Reserved 1 TACKLING THE TRANSITION: A LIFE SKILLS INTERVENTION TO IMPROVE COLLEGE ADJUSTMENT, COLLEGE SELF-EFFICAY, AND TRANSEFERENCE OF LIFE SKILLS OF FRESHMEN STUDENT-ATHLETES by KENDRA GRANT Major Professor: Brandonn Harris Committee: Daniel Czech Samuel Todd Electronic Version Approved: July 2016 2 DEDICATION I would like to dedicate this document to my amazing grandmother, Martha Grant, who has been my rock throughout this process. I appreciate her constant love and support she has shown me always, but especially when I needed her the most. I would also like to dedicate this to all of my family and friends who supported me along this journey. Whether it was a listening ear, words of encouragement, or just being there, I greatly appreciate it. I hope to make all of the people that have been in my corner proud not only for the things I accomplish, but for the person I become throughout the journey. 3 ACKNOWLEDGEMENTS I would like to take the time to acknowledge another group of individuals who have been a huge supporting cast for me throughout this journey, my thesis committee members. A special thank you to Dr. Brandonn Harris, Dr. Daniel Czech, and Dr. Samuel Todd who guided me from the start to the finish. A special thanks to Dr. Brandonn Harris, my thesis chair for always being there when I needed him. I appreciate his patience and willingness to work with me in order to help me get to where I needed to be. He has been an integral part of this process, and I would not have been able to do this without his support. I also would like to thank the staff in the institution’s athletic department and the athletes for helping me with my study. Having a strong support system through this journey has been priceless. To all that have influenced me during my time at Georgia Southern University…THANK YOU! 4 LIST OF FIGURES Figure 1. Participants’ scores on the meeting and greeting subscale p. 128 Figure 2. Participants’ scores on the managing emotions subscale p. 129 Figure 3. Participants’ scores on the goal setting subscale p. 131 Figure 4. Participants’ scores on the resolving conflict subscale p. 132 Figure 5. Participants’ scores on the making healthy choices subscale p. 134 Figure 6. Participants’ scores on appreciating differences subscale p. 135 Figure 7. Participants’ scores on getting help from others subscale p. 137 Figure 8. Participants’ scores on helping others subscale p. 138 Figure 9. Participants’ scores on academic adjustment subscale p. 140 Figure 10. Participants’ scores on social adjustment subscale p. 141 Figure 11. Participants’ scores on personal-emotional adjustment subscale p. 143 Figure 12. Participants’ scores on attachment adjustment subscale p. 145 Figure 13. Participants’ scores on overall college adjustment full scale p. 147 Figure 14. Participants’ scores on course efficacy p. 148 Figure 15. Participants’ scores on roommate efficacy p. 150 Figure 16. Participants’ scores on social efficacy p. 151 Figure 17. Participants’ scores on social integration efficacy p. 153 5 TABLE OF CONTENTS DEDICATION ..................................................................................................................... 2 ACKNOWLEDGEMENTS ................................................................................................ 3 LIST OF FIGURES ............................................................................................................ 4 CHAPTER 1 1 INTRODUCTION ...................................................................................................... 7 Chapter 1 Changes experienced by freshmen student-athletes 2 METHODS .............................................................................................................. 19 DATA ANALYSIS ........................................................................................................... 34 RESULTS ......................................................................................................................... 36 DISCUSSION ................................................................................................................... 56 REFERENCES .................................................................................................................. 66 APPENDICES A DEFINITIONS AND DELIMITATIONS ................................................................... 77 B REVIEW OF LITERATURE ........................................................................................ 79 Appendix BTransition-Related challenges ......................................................... 82 Appendix B Measuring Adjustment ................................................................... 83 Appendix B Theoretical Perspectives on Transitioning Student-Athletes…….88 Appendix B Characteristics Important for Success… ....................................... 90 Appendix B Research on Life Skills Programs with Student-Athletes… ......... 98 C LIFE SKILLS TRANSFER SURVEY........................................................................ 101 D COLLEGE SELF EFFICACY INVENTORY…...................................................... 104 E SESSION MATERIALS ............................................................................................ 105 6 G FIGURES ................................................................................................................... 126

Description:
skills programming to student-athletes in order to smooth the transition period from high school to college. Davis, 1993). This measure includes statements (e.g. take good class notes and manage Van Raalte & B.W. Brewer (Eds.), Exploring sport and exercise psychology (2nd ed., pp. 25-48).
See more

The list of books you might like

Most books are stored in the elastic cloud where traffic is expensive. For this reason, we have a limit on daily download.