How Do the Experiences of First-Year Student Athletes Compare to Their Peers’?

Data from the MAP-Works Fall 2010 Transition Survey is used in this research note. More than 100,000 respondents replied from 85 institutions. This note highlights the experiences of student athletes.

EBI MAP-Works and Ball State University partnered to create MAP-Works (Making Achievement Possible-Works). MAP-Works capitalizes on Ball State’s 20 years of experience with the original MAP (Making Achievement Possible) and EBI MAP-Works’ 14 years of experience with national benchmarking assessments. MAP-Works empowers faculty and professional staff to effectively and efficiently impact student success.

MAP-Works is a comprehensive student retention and success program designed for both first and second year students. MAP-Works identifies students early in the term allowing for immediate support and intervention. MAP-Works then serves as the infrastructure to manage critical outreach efforts on your campus.

Because the question about student athletes was included in an optional module, not all students received the question. Of the more than 90,000 students who answered the question, approximately 9% indicated they were a student athlete. Overall, athletes were similar to, or more positive than, non-athletes with regards to their academic lives. Student athletes were more likely to report attending all of their scheduled classes, studying on a regular schedule, participating in class, and communicating with their instructors outside of class. Similarly, low percentages of both student athletes and non-athletes indicated difficulties balancing their commitments. Socially, student athletes were significantly more likely than other respondents to report positives. For instance, student athletes were more likely to indicate they were meeting people they liked or who included them in their activities, they fit in, and they belonged at their institution. Overall, student athletes are more satisfied with their social lives on campus.

1. Student athletes are more likely than non-athletes to have attended all of their classes.

   • Approximately 64% of student athletes indicated they had attended all of their scheduled classes, compared to 60% of non-athletes.
   • Less than 1% of both athletes and non-athletes indicated they had missed class frequently or most of the time.

2. Student athletes are more likely than other students to indicate they participate in class, study on a regular schedule, and communicate with instructors outside of class.

   • Athletes and non-athletes did not differ significantly in many of their basic academic behaviors including the degree to which they took good notes in class, turned in homework assignments, and spent sufficient time studying.
   • Student athletes were significantly more likely than other respondents to report they participated in class and studied on a regular schedule.
   • Approximately 34% of student athletes indicated they were the kind of person who communicated with instructors outside of class, compared to 28% of other respondents.

3. Student athletes are not more likely than other respondents to indicate they are experiencing significant problems balancing their commitments.

   • Two out of ten students, athletes and non-athletes, reported they felt there was not enough time during the regular school week to do everything that was expected of them.
   • Approximately 10% of both student athletes and non-athletes indicated they were unable to keep up with all of their obligations.

4. Student athletes are more likely than other students to frequently attend student functions, but less likely to frequently participate in a student organization or volunteer their time.

   • Nearly six out of ten student athlete respondents reported they intended to frequently attend student functions, compared to 45% of non-athlete respondents.
   • Student athletes were less likely than other respondents to report they intended to frequently participate in student organizations or volunteer their time to a cause/issue.

5. Student athletes are more likely than other respondents to report strong peer connections.

   • Approximately 73% of student athlete respondents indicated they were meeting people they liked, compared to 66% of other respondents.
   • Student athletes were significantly more likely than other respondents to report they were meeting people who included them in activities.
   • Sixty-five percent of student athlete respondents indicated they were meeting people who shared common interests, compared to 55% of non-athlete respondents.

6. Athletes are more likely than other respondents to be socially integrated.

   • Approximately 71% of student athletes indicated they were fitting in compared to 65% of non-athlete respondents.
   • About two-thirds of student athlete and non-athlete respondents reported they belonged at the institution.
   • Athletes were significantly more likely than other respondents to indicate they were satisfied with their social life on campus.

Conclusion

Student athletes’ academic experiences on campus appear similar to non-athletes, except that athletes are more likely to report basic study skills such as participating in class and studying on a regular schedule. Student athletes are not more likely than other respondents to report difficulties balancing commitments in their life. Socially, student athletes are more likely than other respondents to make peer connections and be socially integrated.

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