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Academic and athletic identities are related to performance and wellbeing indicators in both the educational and sport domains, respectively. This paper presents a systematic literature review examining empirical research into the academic and athletic identities of student-athletes in dual (education and sport) careers. The 42 records identified in this review suggest that research on the academic and athletic identities of student-athletes has focused on the themes of: identity development, role conflict, career development and motivation, and student-athlete stereotypes. Future research directions are considered, including the need for mixed-methods and longitudinal assessments of academic and athletic identities to assess the dynamic nature of identity development, and to ascertain how these relate to future performance and wellbeing outcomes. [ABSTRACT FROM AUTHOR]

This paper presents a complementary multimethod approach to investigate the academic and athletic identities of Australian student-athletes. In Study 1, the authors explored the academic and athletic identities of 8 student-athletes using semistructured interviews. Results are congruent with the model of multiple dimensions of identity and indicate that student-athletes develop both academic and athletic identities. The corresponding fulfillment of self-determined needs in both academic and athletic identities was deemed beneficial to student-athletes' well-being. The authors used a quantitative approach (N = 86) in Study 2 and found that academic identity was positively associated with student-athletes' academic performance and life satisfaction. Differences in athletic identity were found based on the student-athletes' sport-competition levels. No significant associations were found between the student-athletes' academic and athletic identities. [ABSTRACT FROM AUTHOR]

A significant number of university students are leaving their institutions before completing their degrees. The present research project applied embeddedness theory, from organizational research, to understand student retention in a tertiary student population, and develop a quantitative instrument that measured university student embeddedness. In Study One, a mixed-methods approach was employed to determine whether the Fit (similarity between the student and the university), Links (count of relationships at university), and Sacrifice (losses upon leaving university) dimensions of embeddedness related to students' self-reported reasons for remaining enrolled at their university. Qualitative results from 15 undergraduate students indicated that intent to remain could be understood within the embeddedness dimensions of Fit, Links, and Sacrifice. These themes were employed to build the University Student Embeddedness (USE) scale. The measure was examined against Rasch measurement model assumptions for each of its subscales using data collected from 299 Australian tertiary students. Study Two sought to examine exploratory evidence of the concurrent validity of the scores from this developed measure. Responses from a separate sample of 196 Australian tertiary students showed only the Fit scale significantly related to student intentions to stay at university. All USE scales correlated with academic-related skills and motivations. These results suggest that the Fit scale may be valuable in identifying students at risk of dropout. Early identification of "at risk" students may lead to the development of targeted retention interventions. However, the USE's role in detection requires further validation and the development of consistent findings within other student cohorts. [ABSTRACT FROM AUTHOR]

Background: Despite the growing popularity of transnational education, there is a dearth of quantitative research regarding how transnational students experience higher education. Aims: This comparative study sought to explore differences in educational experiences between transnational and onshore domestic students enrolled either at the Australian (domestic) or Singapore (transnational) campus of an Australian university. Sample and Methods: An online survey gathered responses from 199 domestic students and 313 transnational students. Results: Results indicated transnational students to be significantly lower than domestic students on social and academic integration, institutional commitment, and satisfaction. No group differences were found in persistence intentions. A series of regression analyses showed integration and commitment significantly predicted student persistence intentions, across both cohorts, beyond demographic and course characteristics. Conclusions: This study offers several recommendations for how universities can better foster integration and commitment in their transnational students, including better funding the development of student societies and providing realistic course previews and career advice to students upon entry into their courses. Further, universities are encouraged to reconsider their transnational staffing models to provide more opportunities for academic support and student consultation beyond the classroom. [ABSTRACT FROM AUTHOR]

The ability to identify emerging leaders and to facilitate their leader development, is paramount for maintaining sound leadership within organizations, across time. However, research into the proximal antecedents of leader development remains in its infancy. The current longitudinal study sought to broaden current perspectives on the role of self‐attention in promoting leader development, namely growth in leader self‐efficacy and self‐reported emergence into leader roles. The leader development of a sample of 81 managers at an Indian IT company was tracked over three time periods, across approximately 12 months of employment. Random coefficient modeling was employed to model participants' leader development as a function of their methods of self‐attention. As predicted, reflective self‐attention and ruminative self‐attention were shown to differentially relate to the leader development process. Obtained results have implications for identifying the most effective methods to assist individuals in leveraging their leadership potential. [ABSTRACT FROM AUTHOR]