What variables can influence study success in a dual career
among elite athletes in higher education?
A Systematic review
N. Kee-van Huissteden
Open Universiteit
Name: N. Kee-van Huissteden
Student number: 850835671
Address: Tritonlaan 22
Postal code and city: 1562 ZR Krommenie
Course name: OM030H181922 Atelier, Literatuurstudie
Tutor: Jérôme Gijselaers
Examiner: Olga Frissova
Submission date: 17-07-2019
,INFLUENCING VARIABLES AND STUDY SUCCESS AMONG ELITE ATHLETES IN HIGHER EDUCATION
Abstract
Objectives: The aim of this systematic review is to synthesize the available evidence of the variables
influencing study success among elite athletes in higher education.
Method: Three databases (Education Resources Information Center (ERIC), Open University library,
and SportDiscus) were searched to identify the variables influencing study success among elite
athletes in higher education. This review includes studies that described quantitative or qualitative
research, in an English-language peer-reviewed journal.
Results: 16 studies were included in this review. Personal variables such as 'dedication', 'self-
regulation' and 'assertiveness' are important for the realization of a dual career and guidance and
flexibility are crucial facilities for making a dual career possible. Female athletes need more guidance
but are also more dedicated then men and for both seems that the influence from parents is important.
Institutional variables such as time pressure and the lack of flexibility playing an important role and
guidance is needed to help athletes when they are in conflict between their dual role at sports and
school life. A good campus climate, interaction with athletic/school staff and peer learning are
important variables to succeed in a dual career. Circumstantial variables that can influence learning
performance for athletes are learning to find a balance between sport and academic obligations,
adapting to a certain degree of isolation from social activities in school, paying more attention to their
physical health in order to prevent injury and subsequent rehabilitation and influence of social
environment.
Conclusion: Different variables are influencing learning performance. Literature did not show which
variable has the most influence when looking at the personal, institutional and circumstantial variable.
There are several avenues of interest left to be explored in future research. For example, gender
differences, how the different variables influence each other, what variable has the most influence
over time and what the influence of the campus climate is on study success in a dual career.
Keywords: Elite-athlete student, higher education, learning performance, study success, academic
achievement, personal variables, institutional variables, circumstantial variables dual career sport and
education
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, INFLUENCING VARIABLES AND STUDY SUCCESS AMONG ELITE ATHLETES IN HIGHER EDUCATION
1. Introduction
1.1 Problem and purpose of the study
To combine education with their sporting career, talented, elite athletes face multiple
challenges. These challenges are not only hard to face for the individual, but it is also an important
challenge for society as a whole. It is estimated that currently, across the European Union (EU), about
120.000 young individuals are in a ‘situation’ of Dual Career (DC), trying to perform sports at elite
level, in combination with studies (European Union, 2016).
For a number of decades, study success has been an important theme in higher education and
educational research. In addition, the development and importance of having a DC as an elite athlete
received more attention in European Policy (European Union, 2016) and research (Guidotti, Cortis, &
Capranica, 2015). A dual career can be explained in different ways. In this review a dual career
encapsulates the requirement for elite athletes to successfully initiate, develop and finalize an elite
sporting career as part of a lifelong career, in combination with the pursuit of education (De Bosscher,
De Knop, & Vertonghen, 2016). A DC athlete is an athlete who has a professional contract with a
sport employer or sport organization or has a recognized status by a sport organization as an elite
athlete and is registered as a student in a higher educational institute (European Commission, 2012).
To help students succeed in higher education, many researchers and policymakers have tried
to identify influencing variables. Their research focuses on a particular domain of student success,
such as academic achievement (e.g., Richardson, Abraham, & Bond, 2012; Vanthournout, Gijbels,
Coertjens, Donche, & Petegem, 2012), social-emotional well-being (Dyson & Renk, 2006; Evans,
2010; Keyes, 2002) or graduate skills development (e.g., Kember & Leung, 2005; Loes, Salisbury, &
Pascarella, 2015). These studies provide us with valuable insights into the predictors of these specific
domains. However, it remains unclear whether these types of predictors are similar or different in a
dual career. This might have implications for the strategies to help elite-athlete students to become
successful.
1.2 Theoretical framework
Definition of study success. In the strategic agenda ‘Higher education and Research’ (OCW, 2015a),
in the Netherlands, is stated that higher education should not become a commercial business that
delivers as many students as possible in the shortest possible time. It must prepare students for life
and work after their studies. Teaching them how to contribute to the complex social challenges we
face with knowledge, skills and who you are as a human being. The strategic agenda (OCW, 2015a)
focuses on four objectives when they define study success. First, world-class education, then
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