This Is AuburnElectronic Theses and Dissertations

Athletic Administrator, Academic Advisor, and Mentor Perceptions of Student Athlete Success

Date

2020-05-08

Author

Romine, Kasey Saucer

Type of Degree

PhD Dissertation

Department

Education Foundation, Leadership, and Technology

Abstract

Student athlete support services play a vital role in student athlete success at university athletic departments across the country. The National Collegiate Athletic Association (NCAA) requires that Division-I (D-I) institutions provide student athletes with academic advising, mentoring, tutoring, and life skills programs (Gerstner, 2017) to help them succeed while being a collegiate student athlete. The purpose of this quantitative study was to examine athletic mentors, advisors, and administrators’ perceptions of the importance of student athlete success and best practices used for student athlete success. Six research questions were developed to examine perceptions of athletic mentors, advisors, and administrators. The following research questions were used in this study: (a) What is the relationship between mentor, advisor, and administrator perceptions of the importance of student athlete success, (b) What is the relationship between mentor, advisor, and administrator perceptions regarding best practices and student athlete success, (c) What is the relationship between male and female perceptions of the importance of student athlete success, (d) What is the relationship between female and male perceptions regarding best practices and student athlete success, (e) What is the relationship between former athlete and non-athlete perceptions of the importance of student athlete success, and (f) What is the relationship between former athlete and non-athlete perceptions regarding best practices and student athlete success. A survey was developed and validated by a review panel. Mentors, advisors, and administrators were asked to indicate the level of agreement for twelve statements related to the importance of student athlete success followed by ten statements related to student athlete best practices. Five final demographic questions were asked that included their position, time they have had their position, time they have worked in higher education, gender, and former collegiate athlete or not. Data analysis revealed that there was no statistically significant difference in the perceptions of the importance of student athlete success or best practices for student athlete success between athletic mentors, advisors and administrators. The data analysis also revealed that there was no statistically significant difference of females and males’ perceptions of the importance of student athlete success and best practices for student athlete success. Lastly, the data analysis revealed that there was no statistically significant difference in the perceptions of former athletes and non-former athletes’ and the importance of student athlete success and best practices.