A dissertation completed at
The Center for Education, Widener University,
One University Place, Chester, PA 19013 		 
METACOGNITIVE STRATEGIES AND BEHAVIORS THAT CONTRIBUTE TO ACADEMIC SUCCESS FOR AT-RISK COLLEGE STUDENT-ATHLETES
Joseph E. Gillespie, Ed. D.
November 1999

RETURN
edited 01/20/01

 


ABSTRACT

This studv examined metacognitive strategies and behaviors that contributed to academic success for three at-risk college student-athletes. Four questions fori-ned the basis of the investigation: 1) Do the subjects chosen for this study know metacognitive strategies? 2) Do the subjects use metacognitive strategies? 3) Do the subjects succeed academically and what contributes to this academic success ? 4) If the subjects fail, what contributes to their failure?

The setting of the study was a local, private, four-year university. Subjects were three student- athletes chosen from a pool of students admitted to the University through one of two programs designed for "at-risk" students. Documents pertinent to the studentathletes were obtained; these included three assessment measures: a Nelson-Denny Reading Test, a Steiglitz Informal Reading Inventory (SIRI), and The Learning and Study Strategies Inventory (LASSI). Oral histories were collected from each of the subjects. How each individual perceived himself as a student and the approach each has taken to handling academic tasks comprised an integral part of this study.

An interpretive case study format was used to analyze data gleaned from documents, oral histories, and interviews with subjects, professors, and academic support personnel. A detailed account of the subjects, their academic backgrounds, and their approach to academic related tasks is presented. Themes that emerged from the data were coded and analyzed to answer the research questions raised. Information obtained from interviews with subjects was triangulated with information from documents reviewed, direct observations of subjects, interviews with teachers and tutorial staff, and follow-up clarification interviews with subjects.

It was the researcher's job to analyze information obtained from interviews, observations, and documents to connect the themes that emerged from the data and to illustrate, support, or challenge the theoretical assumptions made about the at-risk student-athlete.

The goal of the study was to provide insight into the behaviors that impact upon academic success for the at-risk college student-athlete and how the student's use of metacognitive strategies effects academic success. The findings of this research will have particular relevance for the educator whose role it is to design and implement programs for "at-risk" college student-athletes.

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