An exploratory mixed-methods study on student-athletes' motivation for assessment in sport and academic settings

Figures & data

Figure 1. Visualization of the conceptual framework for motivation of assessment.

Figure 2. Visualization of the explanatory mixed-methods design.

Table 1. Paired-samples t-tests.

	Sport	Academic
Variable	M (SD)	M (SD)	t	df	p	95% CI	Cohen’s d
Internal assessment accountability	3.65 (.65)	3.81 (.54)	−1.76	76	.083	[−.32, .02]	.20
External assessment accountability	3.09 (.77)	3.16 (.86)	−0.77	75	.446	[−.26, .12]	.09
Assessment is irrelevant	2.08 (.65)	1.92 (.65)	2.01*	76	.048	[.001, .31]	.23
Assessment is fun	3.31 (.81)	2.95 (.87)	3.81**	76	<.001	[.17, .54]	.43
Perceived control	3.91 (.55)	4.04 (.54)	−1.74	74	.086	[−.28, .02]	.20
Anxiety	3.71 (1.07)	3.95 (1.02)	−1.66	75	.101	[−.52, .05]	.19
Enjoyment	3.29 (.98)	2.88 (.95)	3.04**	76	.003	[.14, .67]	.35
Anger	2.34 (.80)	2.58 (1.00)	−2.22*	76	.029	[−.47, −.03]	.25
Helplessness	2.16 (.84)	2.44 (.95)	−2.21*	76	.030	[−.54, −.03]	.25
Pride	3.58 (.71)	3.75 (.86)	−1.39	76	.170	[−.41, .07]	.16
Relief	3.92 (.79)	4.32 (.72)	−4.33**	76	<.001	[−.59, −.22]	.49

Note. *p ≤ .05 two-tailed. **p ≤ .01 two-tailed.

Table 2. Description of qualitative participants (n = 6).

Pseudonym	Gender	Primary sport	Program year	Age	Above average (+1 SD)^a	Below average (−1 SD)^b	Descriptive profile
Nina	Woman	Volleyball	Fourth	21	Sport and course pride	n/a	Proud of assessment
Melanie	Woman	Rugby	First	19	Conception of sport assessment as fun, PSC, PAC, sport pride and enjoyment, course anxiety	Conception of sport and course assessment as irrelevant, sport anxiety, and course and sport anger and helplessness	Favours sport assessment
Brianne	Woman	Soccer	Second	21	Conception of sport and course assessment as irrelevant	PAC and PSC, sport and course COA as internal accountability, course and sport relief	Low value for assessment in general
Joe	Man	Volleyball	First	19	PSC, sport and course COA as fun, sport enjoyment	Sport relief	Enjoys assessment in general
Ally	Woman	Field hockey	Second	19	Conception of sport assessment as internal accountability, sport anxiety	Sport and course COA as fun, sport enjoyment, sport and course relief	Responsibility/pressure on self for sport assessment
Steph	Woman	Field hockey	Third	21	Conception of course assessment as external accountability, course anxiety and enjoyment	Conception of course assessment as irrelevant, course anger	University accountable for course assessment; values course assessment

Note. ^aAbove average (+1 SD) = the individual scored 1 standard deviation above the mean on the quantitative variables listed. ^bBelow average (-1SD) = the individual scored 1 standard deviation below the mean on the quantitative variables listed.

Table 3. Side-by-side joint display of mixed-methods interpretation.

	Quantitative findings	Qualitative findings	Mixed insights
Conceptions	Sport assessment is more irrelevant and more fun than academic assessment	Function/utility distal outcomes broad consequences	Immediate-Future: The consequences of academic assessment extend beyond a specific course making it more relevant for the future than assessment in sport which has narrower future implications and feels linked to an immediate athlete identity.
Perceived control	No difference between sport and academic assessment	Effort preparation motivation	Head-Heart: Although perceptions of control regarding academic and sport assessment are similar in terms of requiring preparation and effort, the natural motivation to do so is easier in sport.
Emotions	Academic assessment has more anger, helpless, and relief than sport	Anticipatory retrospective relational	Negative-Positive: Academic assessments elicit strong negative emotions while sport assessment is pleasant and rooted in close relationships.

Data availability statement

Data can be made available at request. Data and plan of analysis have been pre-registered on the Open Science Framework.