Student-Athlete and Coach Perceptions of Coaching Leadership Behavior and Its Influence on Athletic Culture and Academic Performance

Autor/in	Simpson, Anthony B.
Titel	Student-Athlete and Coach Perceptions of Coaching Leadership Behavior and Its Influence on Athletic Culture and Academic Performance
Quelle	(2021), (254 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Lipscomb University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-2098-9144-4
Schlagwörter	Hochschulschrift; Dissertation; Athletic Coaches; Team Sports; Scores; Student Athletes; Leadership Styles; Academic Achievement; Self Concept; Feedback (Response); Grade Point Average; Social Support Groups; Universities; College Athletics; African American Students; Questionnaires; Coaching (Performance); Interpersonal Relationship; Kansas + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Mannschaftssport; Führungsstil; Schulleistung; Selbstkonzept; Social support; Soziale Unterstützung; University; Universität; College athletes; Collegesport; Hochschulsport; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Fragebogen; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung
Abstract	This mixed-methods study examined if coaching leadership behaviors created a culture of positive academic performance. The researchers examined coaching leadership behaviors perceived by student-athletes of their coaches and the coaches' self-perceptions. Chelladurai and Saleh's (1980) multidimensional model of leadership and Astin's (1991) Input-Environment-Outcome (I-E-O) model provided theoretical frameworks for the study. Fifty-eight student-athletes and 15 coaches voluntarily completed a Coaching Leadership Behavior Questionnaire at Naismith University during the spring semester of 2021. The study also included 286 student- athlete cumulative GPAs from 15 sports. Student-athletes had higher autocratic behavior subscale scores, male student-athletes had higher social support subscale scores, Black student-athletes had higher training and instruction subscale scores compared to White student-athletes, and coaches had higher training and instruction and positive feedback subscale scores compared to Black and other races all at a level of statistical significance. The study also found that female student-athletes had higher GPAs than males at a level of statistically significance. Leadership, culture, academic performance, maturation, and peer leadership were themes in the qualitative data. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01