What is it about?
This study explores how the dual roles of student and athlete can impact well-being. It investigates the week-to-week changes in student-athletes’ stress and satisfaction levels in both their academic and athletic roles. By examining the interactions between these two roles, the study identifies whether these interactions create conflict or enrichment, and how these dynamics affect the student-athletes' well-being. The study is based on surveys from thirty-one student-athletes over five months, offering insights into how the interactions between these roles influence their stress and satisfaction levels weekly.
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Why is it important?
This research addresses a gap in understanding the dynamic of student-athletes’ well-being, considering both the positive and negative interactions between their academic and athletic lives. The findings revealed that these role interactions significantly predicted well-being, highlighting the importance of managing this dual commitment to mitigate stress and enhance satisfaction. This knowledge is crucial for developing targeted interventions to support student-athletes in managing their dual careers more efficiently.
Perspectives
From our perspective, this publication marks a significant step forward in understanding the complex life of student-athletes. The insights gained from this study underscore the need for educational and athletic institutions to work together in supporting these individuals. By recognizing the challenges and opportunities presented by the dual roles of student-athletes, we can create a more supportive environment that promotes their well-being. This research not only contributes to academic knowledge but also has practical implications for policy-making and the development of support programs.
Sandrine Isoard-Gautheur
Universite Grenoble Alpes
Read the Original
This page is a summary of: Conflicting or enriching? Person-centered weekly follow-up of the relationships between student-athletes’ role interactions and well-being., Sport Exercise and Performance Psychology, March 2024, American Psychological Association (APA),
DOI: 10.1037/spy0000344.
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