Filtering by
- All Subjects: Motivation
- Creators: Department of Psychology
The purpose of this study was to identify the different contributors and predictors related to athlete burnout. Athlete burnout consists of emotional and physical exhaustion, reduced sense of accomplishments and sport devaluation. Moreover, motivation type, athletic identity, and being a student athlete can affect athlete burnout. Participants of this study were female, Division I soccer student-athletes located in Tempe, Arizona [n=22]. Athlete burnout was assessed with the Athlete Burnout Questionnaire (ABQ). Motivation type was assessed with the Behavioral Regulation in Sport Questionnaire (BRSQ). Athletic identity was assessed with the Athletic Identity Measurement Scale (AIMS). Student burnout was assessed with the Maslach Burnout Inventory - Student Survey (MBI-SS). All of the questionnaires were answered based on a Likert scale. Pearson correlations were used to find relationships between the different variables and athlete burnout. The results showed that 50% of the participants were burnt out at the end of their competitive season. Correlations were shown between the ABQ and its subscales: reduced accomplishment (r=0.6101, p<0.05), physical and mental exhaustion (r=0.8170, p<0.05), and devaluation (r=0.8697, p<0.05). Furthermore, the ABQ was also negatively correlated with general intrinsic motivation (r=-0.4943, p<0.05) and intrinsic motivation to know (r=-0.4865, p<0.05). The results from this study should be used for further research that focuses on education and prevention of athlete burnout in female soccer players.
Due to the elimination of the established instructional methods from the impact of COVID-19, the implementation of mass synchronous learning created a new strain of educational experiences for students that took a toll on social interaction. In the Spring 2022 semester, a survey was conducted of students that were previously or currently enrolled in the principal undergraduate biological sciences course, BIO 340: General Genetics, to assess both the prevalence of social interaction in the lives of the students and the potential ways this information could be molded to improve student’s educational and motivational experience. The results of this survey indicated that there was a considerable lack of social interaction and motivation among students that have taken or are taking BIO 340. Through a process of collecting qualitative data of students by 1-on-1 interviews, the majority of students requested that professors communicate with each other to learn more about ways they can incorporate social interaction as external technological applications and tools have been developed. Students brought up many external tools that professors in other biological sciences courses have been utilizing to engage student-to-student interaction and found these resources to increase their level of understanding and motivation. The driving interest behind this creative project is to understand the importance of peer-to-peer learning that may help guide professors that are new to synchronous teaching so that they may increase their level of understanding and comfortability of accessing resources that students themselves have shown to increase their educational experiences. The mixed-method design served as a means to understand what types of social interaction enhance students’ education and motivation.