Abstract
Introduction: Student-athletes balance academic and athletic commitments, thus developing different combinations of academic and athletic identity. The present study investigates these different identities and examines them in relation to satisfaction with academic and sport performance and well-being.
Methods: A total of 223 Italian student-athletes completed a set of self-report measures: the Academic and Athletic Identity Scale (AAIS), two single items measuring satisfaction with academic and sport performance, the Athlete Psychological Well-Being Inventory (APWBI), and the Mental Health Continuum–Short Form (MHC-SF).
Results: Four identity profiles were identified: “fully engaged student-athletes” (n = 79), “committed athletes” (n = 28), “academics-focused student-athletes” (n = 39), and “academically unengaged athletes” (n = 77). These four groups differed in terms of satisfaction with academic (p < .001) and sport (p < .001) performances, precursors of well-being, athletic well-being (p < .001), and mental health (p = .001), with disengagement being generally indicative of decreased satisfaction and poor well-being in one or more areas.
Conclusion: In conclusion, the present study highlights how different identity profiles correspond to diverse conditions of wellbeing and may suggest directions for intervention.