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Evaluating Student-Athlete's Emotional Intelligence Development from Participation in Sport

Lott, Gregory Harrison , Lott
http://orcid.org/0000-0001-7184-900X
http://rave.ohiolink.edu/etdc/view?acc_num=osu1466713292

Abstract Details

2016, Doctor of Philosophy, Ohio State University, Kinesiology.
There exists a continued debate over the place of sport within institutions of higher education – from universities competing in the National Collegiate Athletic Association (NCAA) Division I, though those contesting sport on a vastly smaller scale in the selective, residential, liberal arts (Brand, 2006; Snyder & Waterstone, 2015). Critics have highlighted the academic-athletic divide through descriptions of academic under-preparedness and underperformance among student-athletes (Shulman & Bowen, 2001). Proponents of sport have championed its ability to contribute to a holistic notion of education and develop an array of competencies that are often touted in institutional missions (Vella, Crowe, & Oades, 2013). While the debates are frequently repeated, there is a dearth of empirical data examining the educational impact of athletic participation at the college level (Emerson, Brooks, & McKenzie, 2009). The purpose of this research was to assess the educational ability of sport in a completely unique manner, providing empirical evidence as to whether or not participation enhanced the mission of the liberal arts collegiate experience. In order to assess such impact, the construct of Emotional Intelligence (EI) was used as a proxy for student development; competencies that are encompassed in the construct are central to the educational missions of the selective, residential, liberal arts. Students from five such institutions in the Midwest were sampled. Participants completed the Assessing Emotions Scale (AES) prior to and after the conclusion of the natural intervention of a season of collegiate athletics participation. Through a Split-Plot Repeated Measures Analysis of Variance (ANOVA), evidence was produced that the experience of attending a selective, residential, liberal arts institution develops EI within students over a relatively short period of time. Results indicated that student-athletes have higher EI than non-athletes but that a single season of sport participation does not develop participant EI significantly different than the collegiate experience of students not participating in athletics. Differences were not found in the development of EI based on the institution a study respondent attended, or through participation on a specific athletic team. Implications of results are pragmatically discussed.
Brian Turner (Advisor)
Donna Pastore (Committee Member)
Jeff King (Committee Member)
195 p.
Higher Education; Sports Management
Emotional Intelligence, Sport Participation, Liberal Arts, Experiential Learning, Collegiate Athletics

Recommended Citations

Citations

  • Lott, Lott, G. H. (2016). Evaluating Student-Athlete's Emotional Intelligence Development from Participation in Sport [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1466713292

    APA Style (7th edition)

  • Lott, Lott, Gregory. Evaluating Student-Athlete's Emotional Intelligence Development from Participation in Sport. 2016. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1466713292.

    MLA Style (8th edition)

  • Lott, Lott, Gregory. "Evaluating Student-Athlete's Emotional Intelligence Development from Participation in Sport." Doctoral dissertation, Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1466713292

    Chicago Manual of Style (17th edition)

osu1466713292
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This open access ETD is published by The Ohio State University and OhioLINK.