Date of Conferral
2-14-2024
Date of Award
February 2024
Degree
Doctor of Education (Ed.D.)
School
Education
Advisor
Joanna Karet
Abstract
The problem in this project study is that too many student-athletes earn less than a 2.39-grade point average at the study university. The purpose of the project study was to evaluate the self-regulated learning (SRL) skills of student-athletes to determine if there was a statistical difference in skills used among academically challenged and academically successful student-athletes. The study involved using Barry Zimmerman’s theory of SRL. An experimental, descriptive research design was employed to study the SRL skills of student-athletes at the study university. Participants completed the Motivated Strategies for Learning Questionnaire to determine their study habits and SRL skills (N = 48). Data determined no significant differences in terms of SRL skills among academically challenged and non-academically challenged student-athletes. Engaging student-athletes to enhance their study and learning skills could decrease the number of academically at-risk student-athletes, increase graduation rates at the study university, and provide students pathways for positive social change with lifelong learning skills that could improve socioeconomics for themselves and their communities.
Recommended Citation
Grandison, Lee Ann, "Using Self-Regulated Learning to Increase Academic Performance in NCAA Student-Athletes" (2024). Walden Dissertations and Doctoral Studies. 15419.
https://scholarworks.waldenu.edu/dissertations/15419
