Examining identity, personality, stress and social support among varsity student-athletes
Bibliographic record
Abstract
Identity, stress, and social support have been shown to be related outside of sport settings (Haslam et al., 2005). To better understand the experiences of student-athletes, this study explored the relationships between athletic and student identity, perceptions of stress and social support, and personality factors among varsity student-athletes. Participants (N = 153; M = 20.61 years, SD = 3.06; 57.5% females) completed an online survey including measures of athletic and student identity, personality, athletic and academic social support, perceived school and sport stress, and support-seeking tendencies. The data were analyzed using descriptive statistics and multiple regression analyses. Student-athletes' experiences of stress were negatively predicted by emotional stability and perceived esteem support, while athletic identity positively predicted sport-related stress. Agreeableness and emotional stability were negative predictors of school-related stress, while student identity and perceived academic esteem support were positively associated with academic stress. Support-seeking tendencies for sport-related issues were predicted by greater perceived esteem support and greater sport-related stress. Support-seeking tendencies to deal with school-related stress were predicted by conscientiousness and perceived academic esteem support. The findings indicated that personality factors, identity, and perceived support contribute to athletes' perceptions of stress and to their support-seeking tendencies in sport and school contexts. Strikingly, perceived esteem support was positively associated with school-related stress but negatively associated with sport-related stress, suggesting that experiences of support and stress operate differently across these two contexts. Having a stronger athletic and student identity may be a risk factor for perceiving greater stress among varsity student-athletes.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".