Abstract
Dual career (i.e., the combination of elite sport and higher education) is a strategic issue in Europe, and student-athletes’ motivations toward sport and academic achievements are deemed crucial. Thus, this study aimed to validate the Italian version of the Student Athletes’ Motivation toward Sport and Academics Questionnaire (SAMSAQ-IT). Three-hundred and twenty-eight Italian student-athletes (females 26 %, males 74 %) participated in the study. Exploratory factor analysis, Cronbach’s alpha, and confirmatory factor analysis were applied to test the three-factor structure (i.e., SAM, student athletic motivation; AM, academic motivation; CAM, career athletic motivation) of the instrument, to assess the internal consistency of each subscale, and to verify the fit of the Italian model, respectively. Differences (p ≤ 0.05) in SAM-IT, AM-IT and CAM-IT scores were calculated in relation to gender and competition level. The three-factor structure was confirmed for the Italian model with an internal consistency ranging from good (SAM-IT: α = 0.84) to acceptable (CAM-IT: α = 0.71; AM-IT: α = 0.70), and an overall acceptable fit emerged. Independent of gender and competition level, Italian student-athletes showed highest CAM-IT and lowest SAM-IT values. Considering that in Europe distinct education and sport career paths exist, findings indicate that the assessment of student-athletes’ dual-career motivations requires an adapted, valid and reliable psychometric tool.
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Appendix 1: The SAMSAQ-IT
Appendix 1: The SAMSAQ-IT
1. I am confident that I can achieve a high-grade point average this year (27/30 or above) |
2. Achieving a high level of performance in my sport is an important goal for me this year |
3. It is important for me to learn what is taught in my courses |
4. I am willing to put in the time to earn excellent grades in my courses |
5. The most important reason why I am in school is to play my sport |
6. The amount of work required in my courses interferes with my athletic goals |
7. I will be able to use what is taught in my courses in different aspects of my life outside of school |
8. I chose to play my sport because it is something that I am interested in as a career |
9. I have some doubt about my ability to be a star athlete in my sport |
10. I chose (or will chose) my college major because it is something that I am interested in as a career |
11. Earning a high-grade point average (27/30 or above) is not an important goal for me this year |
12. It is important to me to learn the skills and strategies taught by my coaches |
13. It is important for me to do better than other athletes in my sport |
14. The time I spend engaged in my sport is enjoyable to me |
15. It is worth the effort to be an exceptional athlete in my sport |
16. Participation in my sport interferes with my progress toward completing my education |
17. I get more satisfaction from earning a “30” in a course than winning in my sport |
18. During the years I compete in my sport, completing a college degree is not a goal for me |
19. I am confident that I can be a star performer in my sport this year |
20. My goal is to make it to the professional level or the Olympics in my sport |
21. I have some doubt about my ability to earn high grades in some of my courses |
22. I am confident that I can make it to an elite level in my sport (Professional/Olympics) |
23. I am confident that I can earn a college degree |
24. I will be able to use the skills I learn in my sport in other areas of my life outside of sports |
25. I get more satisfaction from winning in my sport than from getting a “30” in a course |
26. It is not important for me to perform better than other students in my courses |
27. I am willing to put in the time to be outstanding in my sport |
28. The content of most of my courses is interesting to me |
29. The most important reason why I am in school is to earn a degree |
30. It is not worth the effort to earn excellent grades in my courses |
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Guidotti, F., Minganti, C., Cortis, C. et al. Validation of the Italian version of the Student Athletes’ Motivation toward Sport and Academics Questionnaire. Sport Sci Health 9, 51–58 (2013). https://doi.org/10.1007/s11332-013-0145-x
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DOI: https://doi.org/10.1007/s11332-013-0145-x