Conflictuel ou enrichissement ? Suivi hebdomadaire des relations entre les interactions de rôle des étudiant·s-athlètes et leur bien-être

International audienceIntroductionDue to the multiple demands of each career, student-athletes are especially at risk of wellbeing impairment. By meeting the demands, resources consumed in one role (e.g., athlete) may not be available in the other role (e.g., student): this is role conflict (Greenhaus & Beutell, 1985). Alternatively, the experiences lived in one role could provide resources usable in the other role: this is role enrichment (Greenhaus & Powell, 2006). Role interactions (i.e. conflict and enrichment) are likely to influence student-athletes well-being. Thus, the purpose of the present study was to examine the within-subject relationships between resources (i.e., mental rest), contextual demands, role interactions and contextual well-being indicators among student-athletes.MethodParticipants were thirty-three French student-athletes (women = 15) who responded to a weekly online questionnaire across five months, assessing their perceived mental rest, role interactions, demands, stress, and satisfaction in academic and athletic contexts.ResultsMultilevel analyses showed that after controlling for contextual demands, mental rest, age and gender, both school and sport stress were predicted (β = [.11 to .14], p <.05) by sport-to-school and school-to-sport conflicts. In addition, sport-to-school enrichment was also negatively related to sport stress (β = -.18, p <.001). School satisfaction was negatively predicted by sport-to-school conflict (β = -.13, p = .011) and positively by school-to-sport enrichment (β = .26, p <.001). Finally, sport satisfaction was negatively predicted by school-to-sport conflict (β = -.12, p <.05) and positively by sport-to-school enrichment (β = .23, p < .001). The four models predicted between 16% and 38% of the within-subject variance in contextual well-being.DiscussionThe results of this study contribute to research on student-athlete well-being by showing (1) that contextual stress and satisfaction vary significantly across weeks at the within-subject level, and (2) that sport-school role interactions predict contextual well-being, just as work-family role interactions predict organizational and family well-being. From a practical perspective, evidence of the relationships between demands, role interactions, and wellbeing could help student-athlete supervisors become aware of the need for specific dual-career management and help student-athletes manage their dual careers more effectively.ReferencesGreenhaus, J. H., & Beutell, N. J. (1985). Sources of Conflict between Work and Family Roles. The Academy of Management Review, 10(1), 76. https://doi.org/10.2307/258214Greenhaus, J. H., & Powell, G. N. (2006). When Work And Family Are Allies: A Theory Of Work-Family Enrichment. Academy of Management Review, 31(1), 72–92. https://doi.org/10.5465/amr.2006.1937962

Façonner les identités : Explorer les relations entre les identités académiques et sportives et le bien-être chez les étudiant·es-athlètes français

International audienceIntroduction:Student-athletes (SA) face competing demands related to their athletic and academic commitments that can affect their well-being. To better support them in their stressful dual careers, it is important to identify the determinants of their well-being. The salience of the two identities they develop in the two primary social roles they play (i.e., student, athlete) could predict their well-being (e.g., Ballesteros et al., 2022). However, research examining the associations between multidimensional identities and SA well-being is limited and little is known about the interactive effects of academic and athletic identities. The purpose of this study was twofold: (1) to examine the factorial validity, reliability, invariance, and concurrent validity of the French version (AAIS-FR) of the Academic and Athletic Identity Scale (Yukhymenko-Lescroart, 2014) and (2) to examine the relationships between academic and athletic identity salience on SA’ sport well-being.Method:A total of 363 French university SA (50.41% female; 81.54% aged 18-21) completed an online survey in October 2020, measuring demographic and contextual variables (e.g., gender, time spent in each role, achievement satisfaction), Athletic and Academic Identities (AAIS-FR), Athlete Burnout (ABO-S, Isoard-Gautheur et al., 2018) and Engagement (AEQ, Lonsdale et al., 2007).Results:After deleting one item, confirmatory factor analysis confirmed a 2-factor structure consisting of athletic and academic identities (χ² (33, N = 363) = 137.452, CFI = .956, SRMR = .039) and revealed a significant positive correlation between the two identities (r = .29). Moreover, the study demonstrated configural, metric, and scalar invariance across gender and sport participation level, as well as expected patterns of correlations between athletic and academic identity on the one hand, and gender, time spent in each role, and achievement satisfaction on the other. Finally, multiple regression analyses revealed a positive association between athletic identity and engagement (ranging from .19 to .38), as well as a negative one with burnout (ranging from -.25 to -.13), and no significant relationship between academic identity or interaction term (academic athletic) and burnout or engagement. Discussion:The AAIS is a relatively new measure that could become a gold standard for future dual career research. For this reason, Steele et al. (2020) encouraged the examination of its cross-cultural psychometric validity. In our study, the AAIS-FR demonstrated validity through four sources of evidence: factorial validity, reliability, invariance, and concurrent validity. We also found evidence of positive relationships between athletic identity and SA well-being. Similar to Ballesteros et al. (2022), our results did not show a moderating effect of academic identity, suggesting that the relationship between athletic identity and SA well-being did not change with different levels of academic identity. However, the percentage of variance explained was relatively low (R² adjusted from .031 to .170). Other variables, such as conflict or enrichment between the two roles (Postema et al., 2022; Rusbasan et al., 2021), may mediate the relationship between SA identity and well-being. Further research is required to explore this possibility

When being an elite athlete conflicts or enriches with being a student and vice versa: Psychometric validation of inter-role interactions and consequences on well-being

International audienc

The Adapted French version of the Academic and Athletic Identity Scale (AAIS-FR): Evidence of validity and reliability and relationships with sport well-being

Student-athletes must manage the demands provided by school and sports environments. The result is a stronger identification as a student and/or athlete in their overall definition of themselves. Specific identities can change with time, demands and contexts. The purpose of this study was to translate the Academic and Athletic Identity Scale, developed by Yukhymenko-Lescroart (2014, Student and Athletes? Development of the Academic and Athletic Identity Scale (AAIS). Sport, Exercise, and Performance Psychology), into French (AAIS-FR) and examine its factorial structure, reliability and concurrent validity. Construct and concurrent validity were examined among 363 French university student-athletes (50.41% women). Confirmatory factor analyses confirmed the 2-factor structure (i.e., χ² (32, N = 363) = 100.881, CFI = .971, TLI = .959, RMSEA = .077, SRMR = .038), with one item removed because of its low factor loading. Moreover, the results revealed a positive association between athletic identity and engagement, a negative association between athletic identity and burnout, and no association between academic identity and sport well-being. However, future research is needed to provide further evidence of the AAIS-FR validity

When being an elite athlete conflicts or enriches with being a student and viceversa: Consequences on student-athlete well-being

International audienc

Measuring Sport-School Conflict and Enrichment: Theoretical Considerations and New Measures

Student-athletes face unique challenges due to the demands of both academic and athletic contexts, which can put them at risk of mental health impairments. However, there is a lack of studies that focus on the specific impact of dual career factors on their mental health primarily due to the absence of measurement tools designed to examine the interactions between their student and athlete roles. To address this gap, this study aimed to develop the Sport-School Interactions Scale in a long (SSIS-LF) and a short form (SSIS-SF) based on existing work-family and school-family conflict and enrichment scales (Carlson et al., 2000; Carlson et al., 2006; van Rhijn et al., 2018). The factorial structure, discriminant validity, and reliability were examined and provided acceptable evidence in Study 1 (n = 371, CFA goodness of fit: χ² (528) = 1222.41, p &lt; .001, CFI = .92, SRMR = .05, RMSEA = .06; McDonald’s omega coefficients ranged from .80 to .93) and Study 2 (n = 367, CFA goodness of fit: χ² (47) = 126.27, p &lt; .001, CFI = .93, SRMR = .06, RMSEA = .07; McDonald’s omega coefficients ranged from .63 to .76). Furthermore, concurrent validity was established through significant relationships between sport-school interactions and role-specific perceived stress and satisfaction, as well as global well-being

What can sports psychology learn from work and organizational psychology?:Benefits and pitfalls of applying theoretical models from one context to another

In the last couple of decades, there has been an increasing trend of sports psychology research studies drawing on theoretical models from the realm of work and organizational psychology. These models have been either directly applied or adapted to fit the sports context. The purpose of this narrative review is to explore the advantages and potential drawbacks of using models rooted in work and organizational psychology in sports psychology. We will first examine the similarities between the two contexts, followed by an in-depth analysis of theoretical models that have been successfully or unsuccessfully transferred to sports psychology, such as the Goal Setting Theory, the Theory of Transformational Leadership, the Conservation of Resources Theory, and the Demand-Induced Strain Compensation-Recovery Model. Ultimately, this review will provide a comprehensive overview of the benefits and pitfalls associated with applying work and organizational psychology theoretical models to sports psychology