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Commitment and satisfaction in the classroom and on the field: evidence from a Division I liberal arts college

ABSTRACT Within higher education, there has been a persistent concern that student-athlete commitments to their athletic activities are detrimental to their academic studies. We collect data on student-athletes from a selective liberal arts university with Division I athletics where the expectations and levels of commitment to academics and athletics can be substantial. We fail to find any relationship between athletic experiences and time allocations to athletics or academics, but we do observe that individuals who exhibit greater levels of commitment in general, and to academics in particular, devote more time per week to academics and perform better as measured by grade point average. The only evidence of a trade-off between athletics and academics arises for individuals who report difficulty in managing and fulfilling their obligations who devote fewer hours to academics and perform worse academically. We also find that satisfaction with athletic experiences is correlated with interpersonal relationships and the athlete’s role on his/her team whereas satisfaction with academics depends upon the influence that he/she has over training. However, this flexibility does not translate into improved academic performance. The results suggest that universities concerned with adverse impacts of athletics upon academic performance should focus on policies that promote time and task management skills.