Student-Athletes’ Dual Commitment to School and Sport: Compatible or Conflicting?

Abstract There is general agreement that for collegiate student-athletes to thrive in academics and athletics these individuals must develop and maintain quality commitments to both school and sport throughout college. Yet, limited research has investigated student-athletes’ concurrent negotiation of their discrete commitments to school and sport, and its consequences for these individuals' academic, athletic, and general lives. The purpose of the present study was threefold: (a) identify distinct profiles representing collegiate students-athletes’ dual commitment to school and sport, (b) detect whether these dual commitment profiles demonstrated compatibility versus conflict, and (c) examine the relationships between dual commitment profiles and student-athletes’ academic, athletic, and general life outcomes. A sample of 248 NCAA Division I student-athletes (Mage = 19.87 years, SD = 1.33 years) completed measures of commitment, engagement, and burnout in school and sport, as well as global psychological well-being indices (i.e., life satisfaction and subjective vitality). Using latent profile analyses, results supported a four-profile solution comprising dual commitment profiles with unique configurations of enthusiastic (EC) and constrained (CC) commitment to school and sport: Weak CC-Dominant: School/Strong EC-Dominant: Sport (n = 43), Weak CC-Dominant: School/Strong CC-Dominant: Sport (n = 71), Moderate Commitment: School & Sport (n = 91), and Strong EC-Dominant: School & Sport (n = 43). Dual commitment profiles characterized by enthusiastic-dominant commitment patterns were associated with higher levels of school/sport engagement and global psychological well-being, as well as lower levels of school/sport burnout. Overall, our findings established that collegiate student-athletes are tied to school and sport for various reasons and speak to a potential need for enhanced support networks and services catered to student-athletes’ academic role in the United States.