The Relationship between Noncognitive Dimensions and the Academic Performance of Student-Athletes
Due to NCAA eligibility guidelines, coaches and administrators have a special interest in the academic performance of student-athletes. Furthermore, as a nontraditional group, it may be useful to use the NCQ to describe student-athletes. Insight into possible influences on their academic performance may help to improve services, especially academic support services, for student-athletes. Therefore, the purpose of this study was to extend Sedlacek's use of noncognitive dimensions to all student-athletes, regardless of gender, ethnicity, or age. The research questions this study addressed were 1. Do the scores on the NCQ differ among student-athletes by gender? 2. Do the scores on the NCQ differ among student-athletes by race? 3. Do the scores on the NCQ differ among student-athletes by age? 4. Is there a significant relationship between GPA and noncognitive factors measured by the NCQ?