NARRATIVE REVIEW ASSIGNMENT OVERVIEW A formal literature review is conducted to

NARRATIVE REVIEW ASSIGNMENT
OVERVIEW
A formal literature review is conducted to advance the author’s knowledge about a problem of practice or a specific topic and present the formal literature review as a justification or argument for conducting research. The literature review also provides the researcher with enough information to make informed recommendations to improve educational practices. Therefore, a formal literature review should be approached strategically to ensure a high-quality review of the current literature, including analysis and synthesis of available research, knowledge, and thinking that precedes the proposed research. The point of this assignment is for you to demonstrate your ability to synthesize the current scholarly literature by using your voice as the author of the Narrative Review.
INSTRUCTIONS
For this assignment, you will use the information from the textbook, your Literature Review Outline Assignment, the individual and comparative scholarly works templates, and the synthesis of your 12 sources to write a mini-literature review on your topic. Your writing should address how the literature informs your research topic. Do not include any information from the theoretical framework in this assignment.
Note: This assignment is designed to teach you the skills necessary to write a review of scholarly literature. You are writing about a few of the topics in your literature review. For your actual applied research report, you will be required to write a full 20-page literature review.
Write a three-page formal review of the literature related to your topic, citing at least 12 peer-reviewed scholarly sources. Two of your sources must be from your Scholarly Works Synthesis Assignment unless the articles chosen for that assignment were not recommended for use by the course instructor. In that case, replace those articles with different scholarly articles. All articles must have been published within the past five years. Direct quotes should be avoided for this assignment. At most, one quote may be included.
Concise writing is a learned skill, and your voice must be evident as the author and researcher. This is your opportunity to practice. The total length of your narrative review (not including the title and reference pages) must meet the three-page limit (within a ¼ of a page in either direction).
Include Level 1, Level 2, and Level 3 APA-formatted headings in your paper. You may determine the headings for your literature review based on your topic. The headings must be logical for the topic chosen. The title on Page 2, the beginning of your narrative review, should be “Narrative Review”*. Do not include an Overview or Summary in this assignment.
Include title and references pages. Your title page should include the title of your study. Current APA formatting is expected throughout the assignment.
For additional information regarding the narrative review, see the example literature review in the textbook. Use the information from the textbook to guide your literature review.
Textbook Narrative Review
Checklist: Narrative Review
 is presented as a synthesis of the literature.
 is not presented as a collection of citations from multiple journal articles.
 demonstrates a clear connection between prior research and the proposed research.
 clearly presents the historical context of the problem.
 clearly presents a critical analysis of the literature.
 includes the causes of the problem, as identified in the literature (if known).
 includes prior solutions to the problem found in the literature.
 includes 85% (or more) current research (published within the last five years).
 is focused on solving the problem.
 includes the author’s voice throughout.
 includes a topic sentence at the beginning of each paragraph.
 is written concisely.
Recommendations to Solve the Problem of Low Graduation Rates of Division I
Conditional Admit Students Athletes at Tennessee State University

SCHOLARLY WORKS SYNTHESIS TEMPLATE
Central Research Question:
How can the problem of low graduation rates among Division I conditional admit student-athletes be solved at Tennessee State University in Tennessee?
Article #1
Individual Scholarly Works Template (1,000-word minimum for this section)
Insert correctly formatted reference and link to the scholarly peer-reviewed work below.
Yukhymenko-Lescroart, M. A., Moradian Watson, J., & O’Quin, M. (2022). Specially and regularly admitted division I student-athletes: Differences in and relationships between academic and athletic identity, perceived support, and academic commitments. Journal of College Student Retention: Research, Theory & Practice. https://doi.org/10.1177/15210251221121758
What is the theoretical or conceptual framework, if presented?
The study explores the ideas of Social Learning Theory developed by Albert Bandura. How they relate to forming identities in Division I student-athletes, especially conditionally admitted students. According to Social Learning Theory, individuals shape their behaviors and attitudes through experiences and meaningful interactions with others in their environment. In student-athletes case, this theory suggests that their academic and athletic identities are influenced by observing the behaviors, achievements, and attitudes of their peers, coaches, and other role models within their community. This research aims to gain insights into how admitted Division I student-athletes observe and adopt behaviors displayed by those around them and how these observations impact their commitment to academics and athletic performance.
What are the major topics presented?
The differences in academic and athletic identities between specially admitted (conditional admit) and regularly admitted student-athletes.
The relationship between these identities and perceived academic and athletic support.
The impact of these factors on academic commitments and performance.
Which words and/or authors are repeated often?
Academic identity, athletic identity, student-athletes, Division I, conditional admission.
The authors frequently reference theories and studies by Brewer, Van Raalte, and Linder.
What were the data collection methods used?
The authors employed a survey-based approach to collect data in their research methodology. They distributed these surveys to 249 student-athletes who were part of NCAA Division I programs at two universities. The designers thoughtfully crafted the survey to include measures that offer insights into key aspects. These aspects included how the athletes perceive and balance their roles as students and athletes, which is crucial in understanding their athletic identities. Additionally, the survey sought to evaluate the degree of support these student-athletes perceive, as this can significantly influence their experiences in athletics. Lastly, the survey included items to gauge the athlete’s dedication toward their pursuits, an indicator of their potential for academic success academically and graduation. By adopting this approach, in data collection, they aimed to capture a view of the factors influencing these Division I student-athletes’ academic and athletic experiences.
What were data analysis methods used?
Data were analyzed using structural equation modeling (SEM) to examine the relationships between the variables: athletic identity, academic identity, perceived support, and academic commitment.
What are the results of the study?
The research discovered a connection between how student-athletes perceive themselves and their dedication to their studies. Although athletic identity does not directly impact commitment, it does influence how they see themselves academically. This suggests that having a sense of identity reinforces their commitment to pursuits and leads to perceiving more support in both academic and social domains. This finding emphasizes the connection between student athletes’ identification with their roles and their overall involvement in education as the support they receive.
What are the strengths of the article?
The study utilizes Structural Equation Modeling (SEM), a statistically rigorous approach to analyze complex relationships between variables deeply. This method is particularly effective because it allows for examining interconnected relationships, such as academic and athletic identities, perceived support, and academic commitments. By using SEM, we can understand how these dynamics interact with each other.
Furthermore, this research addresses a gap in the existing literature by exploring the differences between student-athletes who are specially admitted (often with conditional terms) and those who are regularly admitted. Distinguishing these two groups is crucial because they may have experiences and interactions within their athletic environments. My research explores the unique challenges and requirements faced by student-athletes admitted through special programs, shedding light on their distinct experiences. These insights can inform tailored support strategies to enhance their success.
What are the limitations of the article?
The results of this study may not be universally applicable or representative since it focused exclusively on student-athletes from two universities. It is important to remember that different institutions have their cultures, support systems, and student demographics, which can significantly influence the experiences and outcomes of student-athletes. As a result, the insights gained from this study might only partially capture the range of experiences and challenges faced by student-athletes in educational settings. Additionally, we should acknowledge a limitation in the study’s design. Using a design means that data was collected at a point in time, which restricts our ability to establish cause-and-effect relationships between the investigated variables. While cross-sectional research can identify correlations and associations between variables, it cannot definitively determine whether one variable directly causes changes in another. For example, while the study might find a correlation between identity and commitment, it cannot conclusively determine whether having an academic identity leads to increased commitment or vice versa. Furthermore, there may be factors not considered in this study that also influence both identity and commitment. This limitation makes it difficult to fully understand how identity, perceived support, and academic commitment interact over the term.
How does this article address the problem or topic of your proposed study?
The article explores the factors influencing the success of student-athletes conditionally accepted into universities. This factor is significant in tackling the issue of graduation rates. The article investigates how their academic and athletic identities and perception of support significantly determine these athletes’ academic outcomes. By analyzing these dynamics, the research sheds light on the factors that influence the accomplishments of student-athletes who enter university under admission conditions. Understanding this is crucial for developing targeted strategies and interventions to improve graduation rates among this group of students. It tackles the challenge of providing support and athlete education while helping us find ways to assist these students.
How does this work neglect to address the problem or topic of your proposed study?
The research conducted by Yukhymenko-Lescroart et al. (2022) provides insights into student-athletes identities in Division I. However, it is important for the study to directly address the issue of graduation rates among student-athletes conditionally admitted to Tennessee State University (TSU). While the research sheds light on the relationship between commitment and identities, it must provide solutions or intervention strategies tailored to TSU’s circumstances. This study’s primary focus is exploring factors that influence student-athletes academic experiences rather than offering how to solve the problem for TSU to improve graduation rates. Therefore, while this research contributes to our understanding of student-athlete challenges, there remains a need for targeted solutions or approaches that TSU can implement to enhance graduation rates for admitted student-athletes. Future research or analysis must focus on problem-solving strategies considering the TSU environment and available resources.
What evidence does the article present regarding the problem or topic of your proposed study?
The research conducted by Yukhymenko-Lescroart and their team (2022) sheds light on student-athletes’ identities in Division I and their academic experiences. However, the study must directly address the issue of graduation rates among conditionally admitted student-athletes at Tennessee State University (TSU). While the study offers insights into the factors that influence performance among student-athletes, it needs more specific recommendations for TSU to address the problem of graduation rates. Therefore, further research or analysis is required to identify targeted approaches to solve the problem or strategies that TSU can implement to improve graduation rates for its admitted student-athletes.
The study emphasizes the significance of identity in fostering academic commitment and achievement among student-athletes. TSU can capitalize on this insight by developing programs and initiatives that support student-athletes’ athletic pursuits while reinforcing their roles as scholars. Implementing mentoring programs tailored to academic support services and initiatives that integrate success with training can positively impact graduation rates among conditionally admitted student-athletes. TSU can use the evidence presented in the study as a guide to maximize outcomes for its student-athletes and address the factors contributing to graduation rates.
In summary, although the study provides insights into student-athlete experiences, more research and analysis are needed to identify specific approaches or strategies that can be implemented at TSU to enhance graduation rates among conditionally admitted student-athletes. By creating programs and initiatives that support their endeavors and academic achievements, TSU can improve student-athlete outcomes and contribute to their overall success.
How does this article otherwise relate to your study?
The discussed article connects to my research as it presents real-world evidence highly relevant to Division I student-athletes with admission to the specific group of interest. A study by Yukhymenko-Lescroart et al. (2022) explored how identities and perceived support influence academic commitment and performance. This study holds importance to my research on Solving the Problem of Low Graduation Rates of Division I Conditional Admit student athletes at Tennessee State University.
The article and my study focus on student-athletes who face challenges due to their admission status, highlighting several similarities. The insights gained from the article regarding the factors that impact their performance can significantly contribute to shaping your research direction. Specifically, these findings can inform the development of targeted interventions or support systems at TSU to strengthen identity and enhance perceived support among these student-athletes. This alignment does not make the article relevant. It also positions it as a valuable resource for understanding the unique needs and obstacles faced by conditionally admitted student-athletes at TSU, ultimately aiding in devising effective strategies to enhance their academic success and improve graduation rates.
Include two quotes containing key information you may want to use in your literature review. Use correct formatting. Note: Literature reviews include very few, if any, quotes.
“Academic identity was positively related to academic commitment, indicating that student-athletes who more strongly identify with their academic role are more likely to be committed to academic success” (Yukhymenko-Lescroart et al., 2022, p. X).
“Athletic identity did not directly predict academic commitment; however, it was indirectly related to academic commitment through academic identity” (Yukhymenko-Lescroart et al., 2022, p. Y).
Identify resources cited in the article that may be useful to find, access, and read.
Brewer, B. W., Van Raalte, J. L., & Linder, D. E. (1993). Athletic Identity: Hercules’ Muscles or Achilles Heel?. International Journal of Sport Psychology, 24, 237–254. https://doi.org/10.1037/t15488-000
Article #2
Individual Scholarly Works Template (1,000-word minimum for this section)
Insert correctly formatted reference and link to the scholarly peer-reviewed work below.
Vogel, B. L., Kress, J., & Jeske, D. R. (2019). Student-Athletes vs. Athlete-Students: The
academic success, campus involvement, and future goals of Division I student
athletes who were university bound compared to those who would not have
attended a university had they not been an athlete. Sport Journal.

Home

What is the theoretical or conceptual framework, if presented?
Vogel, Kress, and Jeske published a study in 2019 in the Sport Journal, focusing on Division I students. The study examines the participants’ achievements, campus involvement, and future goals. It compares those who would have attended university regardless of their participation with those who would not have pursued education if it were not for their athletic involvement. This research aligns closely with Albert Bandura’s Social Learning Theory, which suggests that learning occurs through observing and modeling behavior within a context. Vogel et al. study reveals how personal experiences and influences from peers, coaches, and the overall university environment shape student-athletes behaviors, academic motivations, and attitudes. By examining student-athlete experiences through the lens of Social Learning Theory, this study emphasizes the impact of factors in shaping behaviors and aspirations. It echoes Bandura’s belief in the interplay between influences and individual agency in learning processes.
What are the major topics presented?
This study thoroughly examines the distinctions between Division I student-athletes and athlete students. It delves into their achievements, involvement in campus activities, aspirations for future grade point averages (GPAs) enrollment in academic courses, and the factors influencing their major selection. The research relies on data from the NCAA GOALS (Growth Opportunities, Aspirations and Learning of Students, in college) survey.
Which words and/or authors are repeated often?
Terms such as “student-athletes,” “athlete-students,” “academic success,” “campus involvement,” and “future goals” are frequently used. The GOALS survey is a primary data source.
What were the data collection methods used?
The research conducted by Vogel, Kress, and Jeske was extensive and systematic in collecting data. The NCAA used the Growth Opportunities, Aspirations, and Learning of Students in College (GOALS) survey to gather information. They surveyed over 21,000 student-athletes from 627 institutions across NCAA Division I, II, and III. The survey collected various data on academic engagement and success, athletic experiences, social experiences, career goals, health and well-being, campus atmosphere, team dynamics, and time commitments.
To ensure they had a sample from each division, the NCAA Research Division selected teams from each institution. The Faculty Athletics Representatives (FAR) on each campus played a role in administering the surveys to the chosen teams. With a response rate of 66% for Division I schools alone, they gathered a set of data. This extensive dataset allowed the researchers to thoroughly examine aspects of student-athlete life and gain a nuanced understanding of their responsibilities and involvement in athletics and campus activities. It also sheds light on their aspirations.
What were data analysis methods used?
The analysis used chi-square tests to compare student-athletes and athlete-students across various control variables and then applied multinomial logistic regression models to examine the dependent variables. The researchers took a two-step approach to analyze the data. First, they used tests to compare student-athletes and athlete students based on various control variables, like sport, academic class, level of athletic participation, athletic aid, recruitment status, gender, and ethnicity. These tests aimed to determine if the sample’s distribution of athlete students and student-athletes differed significantly from expected distributions.
Second, they moved on to a stage of analysis using multinomial logistic regression models. This stage aimed to examine the differences between the two groups across 65 variables. These variables covered a range of aspects, including performance indicators like GPA, class participation, choice of major involvement in extracurricular activities, and perceptions about academic experiences. The multinomial logistic regression allowed for an exploration of how these factors were connected to being either a student-athlete or an athlete-student, providing a nuanced understanding of the influences on their athletic journeys.
What are the results of the study?
The research conducted by Vogel, Kress, and Jeske uncovered distinctions between students who are athletes and athletes who are students. The study highlighted areas where these two groups differed significantly, including their choice of schools and majors and academic performance as measured by GPA, involvement in activities, active participation in class, self-perceptions, and their importance on graduation. Notably, athlete students had GPAs compared to their student-athlete counterparts. Additionally, they were less engaged in classroom discussions, emphasizing the value of obtaining a degree. These findings underscore the necessity for customized support systems and intervention strategies to cater to the social experiences of these two subgroups within the larger student-athlete population.
What evidence does the article present regarding the problem or topic of your proposed study?
It is essential to understand the specific factors that affect their academic performance to address the issue of graduation rates among student-athletes who are conditionally admitted to Division I at Tennessee State University in Tennessee. The discussed article provides evidence by emphasizing the graduation patterns of student-athletes who are admitted under special circumstances. It highlights factors that can influence their achievements or difficulties, focusing on the impact of being redshirted during their first year. This insight is crucial as it helps us identify areas where these student-athletes may need support or intervention. By comprehending how being redshirted as first-year students can affect their trajectories, we can develop targeted strategies to enhance success and increase graduation rates for these athletes at Tennessee State University.
What are the limitations of the article?
The research conducted by Vogel, Kress, and Jeske offers insights. It presents a few limitations that require addressing. First, there is a concern about the reliance on self-reported data in the study. Participants might provide responses they think are expected or socially acceptable, which could impact the accuracy and reliability of the findings. Moreover, since the data used in the study is from 2006, it may not accurately reflect the athletics landscape. Over time, policies, student demographics, and societal attitudes in athletics have likely changed.
Additionally, it is important to note that focusing on one athletic conference limits the generalizability of the findings. Different conferences have their cultures and policies that may influence student-athlete experiences differently. One notable gap in this study is the absence of strategies aimed at improving graduation rates despite identifying challenges faced by student-athletes who are also students. Lastly, incomplete demographic data— regarding first-generation college status and learning disabilities—restricts the depth of analysis. May overlook crucial factors that affect academic outcomes and graduation rates.
How does this article address the problem or topic of your proposed study?
The article offers insights into the challenges faced by student-athletes conditionally admitted to Division I. These insights are particularly useful in addressing the issue of graduation rates at Tennessee State University. The article highlights the importance of understanding these student athletes’ unique circumstances to develop strategies to improve their success and increase their chances of graduating. The study emphasizes factors such as preparedness for academic involvement in school activities. They are striking a balance between academic and athletic responsibilities. By exploring these areas, the article suggests interventions that could assist these student-athletes in overcoming their obstacles and ultimately improving graduation rates. This is particularly relevant for institutions like Tennessee State University, which are committed to supporting their student-athletes achievements while honoring their commitments. The insights gained from this study can guide the university to formulate and implement strategies that facilitate the success and graduation of conditionally admitted student-athletes.
How does this work neglect to address the problem or topic of your proposed study?
The article explores the issue of graduation rates among student-athletes who are conditionally admitted to Division I at Tennessee State University. It provides an overview of their demographics and graduation rates. It falls short when offering specific steps or policy recommendations for improvement. While the article effectively highlights these student-athletes’ difficulties, it fails to propose solutions or strategies. This omission is significant because merely understanding the problem is part of the equation; acting based on this knowledge is equally important. Without guidelines or action plans derived from research, institutions like Tennessee State University may struggle to implement measures that can genuinely increase graduation rates. To make the research more impactful in addressing graduation rates among these student-athletes, it should include targeted strategies or policy suggestions that directly address the challenges faced by this group.
What evidence does the article present regarding the problem or topic of your proposed study?
To address the issue of graduation rates among student-athletes who are conditionally admitted to Division I at Tennessee State University in Tennessee, it is important to understand the specific factors that affect their academic performance. The article under discussion offers evidence by highlighting the graduation patterns of student-athletes admitted under special circumstances. It highlights factors that can influence their achievements or difficulties, focusing on the impact of being redshirted during their first year. This insight is crucial as it helps us identify areas where these student-athletes may need support or intervention. By comprehending how being redshirted as freshmen can affect their trajectories, we can develop targeted strategies to enhance success and increase graduation rates for these athletes at Tennessee State University.
How does this article relate to your study?
The article addresses the issue of graduation rates among student-athletes who are conditionally admitted to Division I at Tennessee State University. It presents data and valuable insights about the graduation rates and demographic characteristics of these student-athletes, who share similarities with the target population at Tennessee State University. This information is important for research as it establishes a foundation based on data to understand these student-athletes challenges and needs. By studying groups, the article helps identify factors that could impact graduation rates. This knowledge enables the development of targeted strategies and interventions tailored to address the circumstances at Tennessee State University. The article holds relevance as it informs and shapes approaches to improving success and increasing graduation outcomes for conditionally admitted student-athletes.
Include two quotes containing key information you may want to use in your literature review. Use correct formatting. Note: Literature reviews include very few, if any, quotes.
Athlete students think less about academics when choosing a college, are less likely to major in mathematics and science, and are less likely to select a major to prepare for graduate school or a specific career.
Athlete students were more likely to have lower GPAs, participate less in class, and place less importance on graduation compared to student-athletes.
Identify resources cited in the article that may be useful to find, access, and read.
Chaplin, N., & Lim, J. (2020). Becoming the “Ultimate competitor”: African American male student athletes’ resolution for academic success in the face of adversity at NCAA Division I predominantly white institutions. Journal of Business Diversity, 20(4). https://doi.org/10.33423/jbd.v20i4.3194
Comparative Scholarly Works Template
Insert the correctly formatted reference and link to the first scholarly work.
Yukhymenko-Lescroart, M. A., Moradian Watson, J., & O’Quin, M. (2022). Specially and regularly admitted division I student-athletes: Differences in and relationships between academic and athletic identity, perceived support, and academic commitments. Journal of College Student Retention: Research, Theory & Practice. https://doi.org/10.1177/15210251221121758
Insert the correctly formatted reference and link to the second scholarly work.
Vogel, B. L., Kress, J., & Jeske, D. R. (2019). Student-Athletes vs. Athlete-Students: The
academic success, campus involvement, and future goals of Division I student
athletes who were university bound compared to those who would not have
attended a university had they not been an athlete. Sport Journal.

Home

What do the results of these articles have in common? Write two sentences that demonstrate a synthesis of the information in the two articles. Include in-text citations for each sentence.
The research conducted by Yukhymenko-Lescroart et al. (2022) and Vogel et al. (2019) shed light on the connection between athletic identities and how they impact student-athletes academic journey. Yukhymenko-Lescroart study shows that a strong sense of identity is associated with a commitment to achieving success. On the other hand, Vogel study emphasizes the disparities in engagement and achievement between athletes who are also students and those who prioritize their role as athletes, highlighting how different aspects of identity can lead to varying academic outcomes. Both studies underscore the significance of finding a balance and integration between academic identities in shaping the experiences and accomplishments of student-athletes.
How are the results of these two articles different? Write two sentences that demonstrate a synthesis of the two articles. Include at least one in-text citation in each sentence.
The research conducted by Yukhymenko-Lescroart et al. (2022) and Vogel et al. (2019) covers aspects providing an analysis of the factors influencing academic performance among student-athletes. Yukhymenko-Lescroart and their team delve into the elements affecting student-athletes and how their academic and athletic identities shape their commitment to academic pursuits. They explore the emotional factors contributing to student athletes’ dedication to their studies. On the hand Vogel et al. Take an external approach to understanding academic success. They examine factors such as Grade Point Averages (GPAs) and class participation, offering insights into the outcomes of academics for student-athletes. This approach underscores the implications of balancing sports and academics by demonstrating how external commitments and activities can tangibly impact performance. Together, these diverse approaches provide an understanding of student-athletes’ challenges. Yukhymenko-Lescroart et al. shed light on elements driven by identity that foster academic engagement. At the same time, Vogel et al. research focuses on aspects based on performance that contribute to academic success. This contrast enriches our comprehension of the factors influencing an athlete’s educational journey.
Academic identity was positively related to academic commitment, indicating that student-athletes who more strongly identify with their academic role are more likely to be committed to academic success (Yukhymenko-Lescroart et al., 2022).
Athlete students think less about academics when choosing a college, are less likely to major in mathematics and science, and are less likely to select a major to prepare for graduate school or a specific career (Vogel et al., 2019).
How does the information in the two sources relate to your proposed study?
It is important to understand the reasons behind the graduation rates among Tennessee State University Division I student-athletes who were conditionally admitted. To address this issue, we can gain insights from two sources of information. The first is a study by Yukhymenko-Lescroart et al. (2022), which examines the factors that impact these students. The second source is Vogel et al. (2019), which provides engagement perspectives. By combining the findings of these studies, we can develop an approach to implementing targeted strategies that will enhance the success of conditionally admitted student-athletes.
Literature Review
I. Overview
II. Narrative Review
a. Contextual Understanding of Conditional Admission
i. Historical Overview of Conditional Admission Policies (source)
ii. Current Legislation Impacting Conditional Admission (source)
b. Ethical Considerations (source)
i. NCAA regulations and student-athlete rights (source)
ii. Ethical dilemmas in conditional admissions (source)
iii. Legal requirements for conditional admit student-athletes (source)
b. Characteristics of Conditional Admit Student-Athletes
iv. Academic Preparedness and Profiles (source)
v. Demographic Aspects (source)
vi. Impact on Graduation Rates (source)
vii. Academic Challenges (source)
viii. Institutional Factors (source)
ix. Influential Factors on Academic Performance (sourcw)
b. Intervention Strategies
x. Institutional Support Programs (source)
xi. Efficacy of Interventions (source)
xii. Evaluations of Academic Support Programs (source)
xiii. Policy Recommendations for Improvement (source)
xiv. State of College Admission (source)
xv. Experiences of Division I College Athletes (source)
III. Theoretical Framework
a. Importance of a Theoretical Framework
i. Relevance in Educational Research (Jones et al., 2020)
b. Social Learning Theory (A. Bandura)
i. Core Principles (Jones et al., 2020)
ii. Application to Conditional Admit Student-Athletes (Brecht & Burnett, 2019; Rifenburg, 2016)
III. Summary
References
Belanger, K. (2017). Invisible seasons: Title IX and the fight for equity in college sports. Syracuse University Press.
Bimper, A. Y. (2014). Game changers: The Role Athletic Identity and racial identity play on academic performance. Journal of College Student Development, 55(8), 795–807. https://doi.org/10.1353/csd.2014.0078
Brecht, A. A., & Burnett, D. D. (2019). Advising student-athletes for Success: Predicting the academic success and persistence of collegiate student-athletes. NACADA Journal, 39(1), 49–59. https://doi.org/10.12930/nacada-17-044
Boyd, D. E., Harrison, C. K., & McInerny, H. (2021). Transitioning from athlete to entrepreneur: An entrepreneurial identity perspective. Journal of Business Research, 136, 479-487. https://doi.org/10.1016/j.jbusres.2021.07.010Get rights and content
Comeaux, E. (2019). Toward a more critical understanding of the experiences of division I college athletes. Higher Education: Handbook of Theory and Research, 1–53. https://doi.org/10.1007/978-3-030-11743-6_2-1
Covell, D., & Walker, S. (2021). Introduction to the management of Intercollegiate Athletics. Managing Intercollegiate Athletics, 1–34. https://doi.org/10.4324/9781003153894-1
Fogaca, J. L. (2019). Combining Mental Health and performance interventions: Coping and social support for student-athletes. Journal of Applied Sport Psychology, 33(1), 4–19. https://doi.org/10.1080/10413200.2019.1648326
Rifenburg, M. (2016). Supporting Student-Athlete Writers: A Case Study of a Division I Athletics Writing Center and NCAA Academic Mandates. The Writing Center Journal, 35(2), 61–84. http://www.jstor.org/stable/43824057
Checklist: Narrative Review
 is presented as a synthesis of the literature.
 is not presented as a collection of citations from multiple journal articles.
 demonstrates a clear connection between prior research and the proposed research.
 clearly presents the historical context of the problem.
 clearly presents a critical analysis of the literature.
 includes the causes of the problem, as identified in the literature (if known).
 includes prior solutions to the problem found in the literature.
 includes 85% (or more) current research (published within the last five years).
 is focused on solving the problem.
 includes the author’s voice throughout.
 includes a topic sentence at the beginning of each paragraph.
 is written concisely.
 
References
Vogel, B. L., Kress, J., & Jeske, D. R. (2019). Student-Athletes vs. Athlete-Students: The
academic success, campus involvement, and future goals of Division I student
athletes who were university bound compared to those who would not have
attended a university had they not been an athlete. Sport Journal.

Home

Yukhymenko-Lescroart, M. A., Moradian Watson, J., & O’Quin, M. (2022). Specially and regularly admitted division I student-athletes: Differences in and relationships between academic and athletic identity, perceived support, and academic commitments. Journal of College Student Retention: Research, Theory & Practice. https://doi.org/10.1177/15210251221121758
Yukhymenko-Lescroart, M. A., Moradian Watson, J., & O’Quin, M. (2022). Specially and regularly admitted division I student-athletes: Differences in and relationships between academic and athletic identity, perceived support, and academic commitments. Journal of College Student Retention : Research, Theory & Practice, , 152102512211217. https://doi.org/10.1177/15210251221121758
Alexandra M. Ingram (2023) Division I student-athlete special admits: Who are they? An exploratory study of demographics and graduation rates within a single conference, Journal for the Study of Sports and Athletes in Education, 17:2, 83-110, DOI: 10.1080/19357397.2021.1989274
Vogel, B. L., Kress, J., & Jeske, D. R. (2019). Student-Athletes vs. Athlete-Students: The academic success, campus involvement, and future goals of Division I student athletes who were university bound compared to those who would not have attended a university had they not been an athlete. The Sport Journal.
Brecht, A. A., & Burnett, D. D. (2019). Advising student-athletes for success: Predicting the academic success and persistence of collegiate student-athletes. NACADA Journal, 39(1), 49-59. https://doi.org/10.12930/NACADA-17-044
The author’s voice is heard throughout the paper. The tone of the writing is scholarly. The topic is well-developed and the rationale for the research is presented. Level one, level two, and level three headings are coherently aligned with the research topic and are supported throughout the body of the paper using scholarly literature. No more than one quote is included. All 12 sources are peer-reviewed and clearly related to the topic. The three-page limit for the writing is met within ¼ of the page either direction (excluding the title and reference pages).
There are 0–1 grammar, spelling, or APA format errors that distract the reader from the content and a Grammarly report has been submitted. Headings are correctly formatted. A minimum of 12 scholarly articles are included that were published within the past five years.
Peer reviewed on journals published within 5 years, APA 7th edition format only
Include doi or website
do not sale paper , post paper or reuse paper
do not relist on website’
no AI, NO PLAGURISM