Rendimiento no académico del estudiante-deportista en la facultad de deportes (Student-Athlete Non-Academic Performance in Sport Faculty)
DOI:
https://doi.org/10.47197/retos.v55.103756Palabras clave:
Estudiante-deportista, Rendimiento no académico, Política deportivaResumen
El propósito de este estudio es examinar el desempeño no académico de los estudiantes-atletas en la facultad de deportes. La investigación sobre el tema ha puesto de relieve la compleja interacción entre las identidades de los estudiantes atletas como atletas y académicos. El autor encuestó a 319 estudiantes-atletas en el entorno de la facultad de deportes de la Universidad de Educación de Indonesia. La encuesta se realizó utilizando los factores no cognitivos que afectan el desempeño de los estudiantes-atletas, que incluyen tres indicadores principales, como las percepciones de los estudiantes-atletas por parte de los profesores, los compañeros y los propios estudiantes-atletas; experiencias académicas de un estudiante-atleta; y conciencia de los factores que influyen. Los resultados muestran que el desempeño no académico de los estudiantes-atletas se encuentra en la categoría regular. Las tres dimensiones muestran un promedio de calificaciones de 3,08 para las experiencias académicas de una dimensión estudiante-atleta, 3,19 para la dimensión de conciencia de los factores influyentes y 3,14 para las percepciones de los indicadores de estudiante-atleta por parte del profesorado, los compañeros y el estudiante-atleta. El análisis de regresión muestra la contribución de cada dimensión del rendimiento no académico de los estudiantes atletas, mostrando una contribución relativa del 35% de las percepciones de los profesores, los compañeros y el estudiante atleta, el 30% de las experiencias académicas y el 35% de la conciencia de los factores que influyen. Los hallazgos del estudio demuestran que el desempeño no académico de los estudiantes atletas en las facultades deportivas tiene efectos negativos. Esta condición se convierte en un desafío para las instituciones educativas para crear un arreglo académico especial para los estudiantes-deportistas; la continuidad de una situación no académica debe diseñarse para apoyar su desempeño académico.
Palabras clave: Estudiante-deportista, Rendimiento no académico, Política deportiva.
Abstract. The purpose of this study is to examine student-athlete non-academic performance in the sports faculty. Research on the topic has highlighted the complex interplay between student athletes' identities as athletes and scholars. The author surveyed 319 student-athletes in the sports faculty environment of the Indonesia University of Education. The survey was conducted using the non-cognitive factors affecting student-athlete performance, which include three major indicators such as perceptions of student-athletes from faculty, peers, and the student-athletes themselves; academic experiences of a student-athlete; and awareness of influencing factors. The results show that student-athletes' non-academic performance is in the fair category. The three dimensions show a grade point average of 3.08 for the academic experiences of a student-athlete dimension, 3.19 for the awareness of influencing factors dimension, and 3.14 for the perceptions of student-athlete indicators from faculty, peers, and the student-athlete. Regression analysis shows the contribution of each dimension of non-academic performance of student athletes, showing a relative contribution of 35% perceptions from faculty, peers, and the student athlete, 30% academic experiences, and 35% awareness of influencing factors. The study's findings demonstrate that student athletes' nonacademic performance in sports faculties has negative effects. This condition becomes a challenge for educational institutions to create a special academic arrangement for student-athletes; the continuity of a non-academic situation must be designed to support their academic performance.
Keywords: Student-athlete, Non-Academic Performance, Sport Policy
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