Athlete Identity and Satisfaction of Student-Athletes in Selected Universities in Kenya

Year 2024, Volume: 9 Issue: 3, 275 - 288, 31.10.2024

Ishmael Kırui , Francis Mwangı , Elıjah Rıntaugu , Agnes Wanjiku Kamau

https://doi.org/10.25307/jssr.1471285

Abstract

Strong athlete identity and satisfaction with being an athlete are linked to better performance. This is because student-athletes are more motivated and feel a sense of belonging. However, research on how these factors connect with details like gender or competition level in student-athletes, especially in Kenya, is lacking. Using an analytical cross-sectional design and the Athletic Identity Measurement Scale-Plus (AIMS-Plus) and Athlete Satisfaction Questionnaire (ASQ), this study examined the relationship between athlete identity and satisfaction among university student-athletes in relation to gender, year of study, and level of competition. A total of 309 (52.4% males and 47.6% females) Kenyan university student-athletes participated in the study. Results revealed females had a slightly stronger athlete identity (4.00 ± 0.478) than male student-athletes (3.93 ± 0.503), but there was no significant correlation between gender and athlete identity. Similarly, females had higher athlete satisfaction (4.24 ± 0.443) than male student-athletes (4.09 ± 0.576), and the relationship between gender and athlete satisfaction was statistically significant (p =.017). Investigated demographic characteristics only explained (3.5%) variance in student-athlete identity (R2 adjusted =.035, F (4, 263) = 3.391, p =.010) and (3.2%) in athlete satisfaction (R2 adjusted =.032, F(4,263) = 3.210, p =.013). The study concluded that universities should provide enhanced training facilities, regular competition opportunities, and a supportive environment for athletes in low-level competitions. Future research could address athlete identity beyond demographics such as coach leadership, education goals, team task contribution, and variables that provide a more comprehensive understanding of athletic identity and satisfaction.

Keywords

Student-athlete Identity, Satisfaction, Gender, Competition levels

Athlete Identity and Satisfaction of Student-Athletes in Selected Universities in Kenya

Abstract

Athlete identity and satisfaction constitute some of the most valuable constructs in sports psychology that inform athlete behaviors and performance in their athlete role. Athletes with strong athlete identity have a high sense of self-worth and are highly motivated leading to better and consistent performance in their role as athletes. Similarly, satisfied athletes feel inspired and more integrated in their role as athletes. However, despite the importance of these constructs to the performance of student-athletes, it remains unclear how they relate to or are affected by demographic factors such as level of competition, year of study and gender due to scarce empirical evidence, particularly in Kenya. Therefore, using an analytical cross-sectional design and Athletic Identity Measurement Scale-Plus (AIMS-Plus) and Athlete Satisfaction Questionnaire (ASQ) this study examined the relationship between athlete identity and satisfaction among university student-athletes in relation to gender, year of study, and level of competition. A total of 309 (52.4% males and 47.6% females) Kenyan university student-athletes participated in the study. Results revealed females had slightly stronger athlete identity (4.00 ± 0.478) than male student-athletes (3.93 ± 0.503) but no significant correlation between gender and athlete identity. Similarly, females had higher athlete satisfaction (4.24 ± 0.443) than male student-athletes (4.09 ± 0.576), and the relationship between gender and athlete satisfaction was statistically significant (p = .017). Investigated demographic characteristics only explained (3.5%) variance in student-athlete identity (R2 adjusted = .035, F (4, 263) = 3.391, p = .010) and (3.2%) in athlete satisfaction (R2 adjusted = .032, F (4, 263) = 3.210, p = .013). The study concluded that universities should provide enhanced support, training facilities, regular competition opportunities, and a supportive environment for student-athletes in low-level competitions. Future research could address athlete identity beyond demographic factors such as coach leadership, education goals, team task contribution, and other variables that can provide a more comprehensive understanding of athletic identity and satisfaction.

Keywords

Identity, Satisfaction, Athletes

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