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논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 발행연도
- 2026.5
- 수록면
- 113 - 130 (18page)
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초록· 키워드
Despite their importance, policy initiatives such as academic mentoring programs designed to support student-athletes’ dual careers may exhibit a gap between policy intentions and lived experiences. Drawing on the salutogenic theory, particularly the concept of Sense of Coherence (SOC), this study explores how academic mentoring programs are experienced and internalized by university student-athletes in managing academic–athletic demands. A qualitative case study incorporating a phenomenological perspective was employed. Data were collected through documents and semi-structured interviews with university student-athletes and analyzed using a systematic coding process.
The findings indicate that academic mentoring helps structure previously ambiguous academic information that had relied on informal peer communication, thereby enhancing student-athletes’ understanding of academic and administrative processes. In addition, interactions with mentors and non-athlete peers expand both academic and social resources, which in turn strengthens student-athletes’ capacity to manage academic–athletic balance.
However, the time demands associated with program participation were perceived by some participants as an additional short-term stressor. Furthermore, student-athletes were found to experience fluid identity reconstruction among “student-athlete,” “student,” and “athlete,” depending on their level of intrinsic academic motivation.
These findings demonstrate that academic mentoring enhances student-athletes’ comprehensibility and manageability in balancing academic and athletic demands, while also contributing to their perception of this process as meaningful. Furthermore, the results highlight the importance of tailored support that considers the identities and contextual conditions of policy beneficiaries. Drawing on salutogenic theory, this study analyzes how policies supporting academic–athletic balance operate within the context of student-athletes, thereby offering both theoretical and practical implications for improving such policies.
The findings indicate that academic mentoring helps structure previously ambiguous academic information that had relied on informal peer communication, thereby enhancing student-athletes’ understanding of academic and administrative processes. In addition, interactions with mentors and non-athlete peers expand both academic and social resources, which in turn strengthens student-athletes’ capacity to manage academic–athletic balance.
However, the time demands associated with program participation were perceived by some participants as an additional short-term stressor. Furthermore, student-athletes were found to experience fluid identity reconstruction among “student-athlete,” “student,” and “athlete,” depending on their level of intrinsic academic motivation.
These findings demonstrate that academic mentoring enhances student-athletes’ comprehensibility and manageability in balancing academic and athletic demands, while also contributing to their perception of this process as meaningful. Furthermore, the results highlight the importance of tailored support that considers the identities and contextual conditions of policy beneficiaries. Drawing on salutogenic theory, this study analyzes how policies supporting academic–athletic balance operate within the context of student-athletes, thereby offering both theoretical and practical implications for improving such policies.
#학생선수
#학업-운동 병행
#학업 멘토링 프로그램
#건강생성이론
#통합력
#Student-athletes
#Dual career
#Academic mentoring programs
#Salutogenesis
#Sense of Coherence
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목차
- Ⅰ. 서론
- Ⅱ. 연구 방법
- Ⅲ. 연구 결과 및 논의
- Ⅳ. 결론
- 참고문헌
- ABSTRACT
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