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This early research investigated, through the lens of one of the most influential theories on stress (i.e., Hobfoll’s (1989) Conservation of Resources theory), resource-based mechanisms to manage academic–athletic role conflict and provide stress-coping strategies for student-athletes. This conceptual study, which has been published in Quest, served a critical purpose by proposing ways for athletes to manage their competing roles and enhance their well-being.

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Drawing on Lent and Brown (2013) recently developed Social Cognitive Career Theory (SCCT) model of Career Self-Management (CSM), we aimed to determine the key predictors and underlying theoretical mechanisms of college athletes’ career planning processes for life after sport. Ten variables were operationalized (i.e., career planning for life after sport, career decision self-efficacy, career goals, perceived career planning support from coaches, perceived career planning barriers, conscientiousness, openness, extraversion, neuroticism, and agreeableness) to assess the hypothesized CSM model. A survey design was utilized on a sample of 538 NCAA Division I college athletes in the United States to test the model. The measurement and hypothesized models were tested using Partial Least Squares Structural Equation Modeling (PLSSEM). The measurement model demonstrated satisfactory reliability and validity for all measures. Several significant direct, indirect, and moderating relationships of the cognitive, contextual, and personality variables on career planning were observed. The
CSM model was found to be a useful theoretical framework that explained 62.7% of the variance on career planning. The model, along with the validated measures that support it, can help both researchers and practitioners to leverage facilitating (i.e., self-efficacy, career goals, conscientiousness, openness, and extraversion) and impeding (i.e., career barriers) factors of the career planning processes in their work.

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©2018 by The University of Florida's The Liminars Project.