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Sports team participation and pressures on academic achievement of African American high school students

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Abstract

The study aimed at whether sports participation and demographic characteristics influence academic performance and how sports participation and students’ and parental pressure to academic achievement influence academic performance among African American high school students. The results revealed two-thirds of students participated in sports team programs and the interaction effect of sports team participation and parental pressure in combination influenced high school students’ academic performance in the collected sample. The finding suggests administrators, coaches, and teachers can recognize the relationships and can apply appropriate programs to support students. Furthermore, it lays the foundation for future work on establishing a better way to balance sports participation and academic achievement by controlling the pressure students place on themselves and receive from their parents.

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The datasets generated during and/or analysed during the current study is available from the corresponding author on reasonable request.

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Authors and Affiliations

  1. Health, Physical Education and Recreation, Alcorn State University, 1000 ASU Drive #1380, Lorman, MS, 39096, USA

    Dongwook Cho

  2. Sport Management, Florida State University, Tallahassee, FL, USA

    Jongwon Lee

Authors
  1. Dongwook Cho
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  2. Jongwon Lee
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Correspondence to Dongwook Cho.

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The authors declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Ethical Approval

This study meets ethical standards. This study was approved by Institutional Review Board of a public 4-year higher education institution in U.S.

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Informed consent was obtained from all participants included in the study.

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Cho, D., Lee, J. Sports team participation and pressures on academic achievement of African American high school students. Curr Psychol 40, 1559–1566 (2021). https://doi.org/10.1007/s12144-020-01265-3

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  • DOI: https://doi.org/10.1007/s12144-020-01265-3

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