ARELLANO UNIVERSITY

BACHELOR OF SCIENCE IN PSYCHOLOGY

Athletic Identity, Achievement Emotion, Academic Resilience, and Life Success on

Student-Athletes and Sports Enthusiasts

A Research Study
Presented to the
Faculty of Psychology
Arellano University

In partial fulfillment
Of the requirements of the Degree
Bachelor of Science in Psychology

by

Loren Rabelle S. Alcantara

Ma. April Jevelene C. Awel
Richer Glade G. Benedicto
Chloe Anne A. Bonifacio
Marvin Czesar P. Calado
Nurain A. Panganting
Shane L. Ugalino

2025
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BACHELOR OF SCIENCE IN PSYCHOLOGY

Table of Contents

Approval Sheet i
Acknowledgement ii
Abstract iii
CHAPTER 1 4
THE PROBLEM AND ITS BACKGROUND 4
Introduction 4
Background of the Study 5
Statement of the Problem 7
Significance of the Study 8
Hypothesis 9
Theoretical Framework 10
Conceptual Framework 11
Output 12
Scope and Delimitation 13
Definition of Terms 13
CHAPTER 2 15
REVIEW OF RELATED LITERATURES AND STUDIES 15
Athletic Identity 15
Achievement Emotion 20
Academic Resilience 25
Life Success 32
Synthesis 39
Athletic Identity 39
Achievement Emotion 39
Academic Resilience 39
Life Success 40
CHAPTER 3 41
METHODOLOGY 41
Research Design 41
Instrumentation 42
Athletic Identity Measurement Scale (AIMS) 42
Achievement Emotions Questionnaire – Revised (AEQ-R) 42
Academic Resilience Scale (ARS-30) 43
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BACHELOR OF SCIENCE IN PSYCHOLOGY

Life Orientation Test - Revised (LOT-R) 44

Research Locale 45
Sampling Technique 45
Data Gathering Procedure 46
Ethical Considerations 46
Statistical Treatment of Data 48
CHAPTER 4 50
PRESENTATION, INTERPRETATION, AND ANALYSIS OF DATA 50
CHAPTER 5 68
SUMMARY, CONCLUSION, AND RECOMMENDATIONS 68
BIBLIOGRAPHY 74
APPENDICES 89
Tools 89
Permission Letters 108
Letters for Validators 115
Letter for Grammarian 127
Certification from Validators 129
Letters to Institution 132
Letters to Barangays 141
Informed Consent 172
Questionnaires 175
Reliability Analysis 196
Curriculum Vitae 203
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APPROVAL SHEET
This research output here to entitled:

“Athletic Identity, Achievement Emotion, Academic Resilience, and Life Success on

Student-Athletes and Sports Enthusiasts” prepared and submitted by Loren Rabelle S. Alcantara,
Ma. April Jevelene C. Awel, Richer Glade G. Benedicto, Chloe Anne A. Bonifacio, Marvin Czesar P.
Calado, Nurain A. Panganting, and Shane L. Ugalino in partial fulfillment of the requirements for
the degree bachelor of Science in Psychology, has been examined and recommended for
acceptance and approval for ORAL EXAMINATION.

MYLENE T. SANGINES, MA
Adviser

Approved by the Committee on Oral Examination with a grade of _______.

JOAN SAN JUAN, MA, RPm, RPsy

Chairman

JEZRON RAFAEL BRASILEÑO, RPm MA. LIHRA M. DAZA, RGC

Member Member

PAULO MANUEL L. MACAPAGAL, PhD, RPm, RPsy

Member

Accepted in partial fulfillment of the requirements for the degree Bachelor of Science in
Psychology.
Date: December 14, 2024

LEONORA BORROMEO, RN, MAN

Cluster Dean, School of Science and Mathematics Medical Allied

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Acknowledgement

Completing this research has been not only an academic challenge but also a profound
journey of personal and learning growth.

We extend our deepest gratitude to our research adviser, Ms. Sangines, for her
unwavering support and insightful critiques throughout our journey. Her guidance has been
instrumental, and without her constant push and words of encouragement, we would have
struggled to find the inspiration needed to finish our work. We also thank Dr. Paulo Manuel
Macapagal for believing in our abilities to accomplish this research.

We also extend our heartfelt gratitude to the academic institutions and barangay
administration for their invaluable support in helping us gather the participants for this research.
To our respondents, we appreciate your willingness to share your insights, even amid your busy
schedules. Your invaluable contributions made this research possible, and we are truly grateful
for your time and effort.

To our parents and friends, your unconditional love and support have been our anchors.
You have been our constant source of strength throughout this process, and for that, we thank
you with all our hearts.

Last but not least, to April, Loren, Richer, Chloe, Marvin, Nurain, and Shane—the
researchers—who dedicated countless nights to meet our deadlines and sacrificed personal time
to ensure our success. This journey, a true rollercoaster of experiences, has strengthened our
teamwork and collaboration. Despite the challenges, we could not have achieved this without
one another.

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Abstract

Sports participation has been associated with improved cognitive function, decision-
making, and overall well-being but balancing all of these roles remains a challenge for both
student-athletes and sports enthusiasts. This study examines the relationship between athletic
identity, achievement emotions, academic resilience, and life success among student-athletes
and sports enthusiasts. Using a differential research design, data were collected from individuals
aged 18-25 with a total of 174 student-athletes and 173 sports enthusiasts in Manila, Quezon
City, and Mandaluyong through validated tools, including Athletic Identity Measurement Scale,
Achievement Emotions Questionnaire, Academic Resilience Scale, and Life Orientation Scale.
Proportionate Stratified Sampling was used and MANOVA and ANOVA were used to evaluate and
assess the respondents. Results showed that student-athletes scored higher in athletic identity
and achievement emotions, reflecting their connection to sports and emotional engagement.
Sports Enthusiasts showed greater academic resilience, showing their ability to adapt and
overcome challenges in an academic setting. Both groups showed similar levels of life success,
suggesting that sports involvement, either professional or recreational, contributes to personal
growth. Balancing sports and academics are crucial to promoting a more holistic development,
and targeted support systems can benefit both groups. Future studies are encouraged to
investigate additional factors such as cultural and environmental influences, to better
understand these factors and guide interventions.

Keywords: athletic identity, achievement emotion, academic resilience, life success

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CHAPTER 1
THE PROBLEM AND ITS BACKGROUND

Introduction
The relationship between athletic identity, achievement emotions, academic resilience,
and life success in both athletes and sports enthusiasts is an increasingly relevant topic in today’s
society. As sports participation continues to be a significant part of many individuals' lives, it is
crucial to understand how involvement in sports shapes identity, emotional well-being, and
academic performance. While athletes often build a strong athletic identity through their
achievements and social roles within sports, the loss of this identity especially for those who do
not pursue professional careers can present significant challenges. Navigating this transition
requires appropriate support and resources, including the development of a multi-dimensional
identity that extends beyond sports (Vagifzade, 2023).

Additionally, the role of achievement emotions in emotional responses tied to success

and failure plays a central role in shaping psychological well-being and academic performance.
Individuals who can regulate their achievement emotions tend to experience higher
psychological resilience and lower distress (Tamir & Ford, 2019), which in turn fosters better
academic outcomes. Academic resilience, defined as the ability to recover from stress and
setbacks, is also essential in maintaining performance and well-being for both athletes and non-
athletes alike (Hartigh, 2022). This dynamic process of resilience has garnered significant interest
from psychologists, physiologists, and sports scientists, and there is a growing recognition of the
need for personalized, data-driven interventions to support it.

Beyond sports, the life success of athletes offers valuable insights into traits such as
determination, discipline, and teamwork, which are often transferable to other aspects of life.
These qualities can contribute not only to success in sports but also to personal and professional
achievements in various domains (O’Hara, 2019). Understanding the factors that underpin life

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success in athletes can provide lessons for individuals striving to achieve their own goals and offer
strategies for improving well-being and long-term career development.

Despite the importance of these areas, limited research exists that examines the
combined effects of athletic identity, achievement emotions, academic resilience, and life
success, particularly in comparing athletes with sports enthusiasts. This study seeks to address
this gap in the literature, exploring the differences and similarities between these two groups
and contributing to a deeper understanding of how to support the personal and academic
development of both athletes and non-athletes. The findings of this study have the potential to
inform educational practices, sports management, and interventions that enhance the overall
well-being and success of students engaged in sports.

Background of the Study

Academic performance and sports participation have garnered attention as a potential
legacy and have become a popular area of research. This is due to their correlation with improved
cognitive functions and decision-making, in addition to improving student-athletes’ general well-
being. Taking a holistic approach to student-athletes can be significantly enhanced by providing
them with supportive care beyond the confines of the sports facility (Butlig et al., 2023).

Student-athletes are a unique group of people with a distinct set of opportunities and
challenges. It can be an arduous effort for them to maintain a balance between their duties as
athletes and students. This is because they have to continue performing well academically and
giving their sport a lot of time and energy. Student-athletes are therefore viewed as a "Diverse
Special Population" with unique needs that set them apart from other students. In addition to
their scholastic and athletic achievements, student-athletes lead distinct lifestyles from those of
non-athletes (Billonid, 2020).

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The Philippine Government issued the "Student-Athletes Protection Act" policy that
requires adherence to Republic Act No. 10676. This legislation forbids the commercialization of
student-athletes and controls residency requirements. The policy covers all primary education
institutions—public and private—HEIs, TVIs, and athletic associations (Manila Bulletin, 2021).
According to Secretary Briones (2021), a student-athlete is considered a student and should
receive benefits and incentives that encourage both academic success and athletic skill
development.

As of September 2021, the Philippines had 1,422 national athletes (Philippine Sports
Commission, 2021). These athletes compete for the nation in various sports, such as basketball,
volleyball, athletics, and many more. The country takes great pleasure in its national athletes,
who inspire many aspiring athletes nationwide with their perseverance and commitment to their
chosen sports. On the flip side, the Philippine Association of State Universities and Colleges
(PASUC) projects that this year, there will be over 1.3 million students in state-run primary and
higher education institutions. Approximately 1.1 million students are presently enrolled in
college programs (Magsambol, 2020).

In Mandaluyong City, the sports league includes a total of 813 participants across various
sports. Specifically, there are 339 players competing in Basketball, 262 in Men’s Volleyball, and
212 in Women’s Volleyball, all coming from the city's 24 barangays as of 2022. In Quezon City,
the league encompasses several districts with participants in basketball and volleyball from 2022
to 2023. In District 1, there are 30 participants representing 37 barangays. District 2 has 31
participants from 5 barangays. District 3 involves 30 participants from 37 barangays. District 4
features 30 participants representing 38 barangays. District 5 consists of 30 participants from 14
barangays, and District 6 includes 30 participants from 11 barangays, totaling 142 barangays.

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A study by the Philippine Institute for Development Studies found that non-athlete
college students in the Philippines have lower levels of physical activity and poorer health habits
compared to their athlete peers. The study also found that non-athlete students have higher
levels of stress and anxiety due to academic pressures. However, the study notes a need for more
data on the health behaviors of college students in the Philippines, and more research is needed
to fully understand the health habits of non-athlete college students. A further study from the
University of the Philippines Diliman discovered that, compared to non-athlete peers, non-
athlete college students in the Philippines have higher levels of sedentary behavior and lower
levels of physical activity than their athlete peers (H Zhou, 2022). On the other hand, some studies
suggest that athlete students lead a healthier lifestyle than non-athlete students. This is because
organized sports training may benefit their physical and mental health. Athletes have improved
sleep, eating, and time management practices in addition to rigorous physical activity. In one
study, athletes report higher general health than non-athletes based on an analysis of women
aged 18-32 (Alamdarloo et al., 2019).

The statement mentioned above presents an interesting topic of discussion, namely the
comparison between athletes and sports enthusiasts. This comparison brings forth many
questions related to various aspects such as athletic identity, achievement emotion, academic
resilience, and life success. The findings will contribute to a better understanding of these two
groups and their potential implication for the school and sports community.

Statement of the Problem

This study addressed the gap by conducting a comparative analysis of the development
of athletic identity, achievement emotion, academic resilience, and life success between student-
athletes and sports enthusiasts. Specifically, it will seek to investigate the following questions:

1. What is the profile of the athlete-students and sports enthusiasts in terms of:

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1.1 age

1.2 sex

1.3 classification

1.4 sport

2. What is the level of assessment of student-athletes and sports enthusiasts in terms of

the following variables:

3.1 athletic identity

3.2 achievement emotion

3.3 academic resilience

3.4 life success

3. Is there a significant difference between student-athletes and sports enthusiasts in

athletic identity, achievement emotion, academic resilience, and life success?

Significance of the Study

The results of this study will provide significant benefits to the following:

Student-Athletes. By gaining insight into their development, identities, and emotions,

student-athletes can become more self-aware and improve their performance. Athlete’s mental
health can be enhanced by knowing how athletic identity and academic resilience interact, as it
can assist them in confronting challenges both on and off the field.

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Sports Enthusiasts. Sports enthusiasts may comprehend how sports participation affects
resilience and academic performance. This information can help shape a more comprehensive
and versatile personality and make informed decisions about educational policies. The insights
into life success factors can also benefit sports enthusiasts, particularly when it comes to realizing
the transferable abilities that playing sports teaches that they can use to advance their careers.

Coaches and Trainers. Coaches can integrate new coaching strategies, leading to a more
comprehensive approach that considers an athlete's life's mental and academic aspects.
Understanding the athletic identity and achievement emotion can lead to more successful player
development initiatives.

School. Educational institutions can use the findings to modify their curriculum to better
serve both athletes and non-athletes, creating an environment that encourages both personal
growth and academic achievement.

Community. Gaining further insight into the connection between athletic identity and
success in life can help communities create programs that promote social cohesiveness and
highlight the beneficial effects of sports engagement on individual growth.

Future Researchers. This study can provide a basis for future studies in similar areas,
encouraging a more comprehensive understanding of the elements contributing to academic and
personal growth in athletes and non-athletes.

Hypothesis
The following will be tested at a 0.05 level of significance:

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H₀: There is no significant difference between student-athletes and sports enthusiasts in

terms of athletic identity, achievement emotion, academic resilience, and life success.

Theoretical Framework
This study anchored on Attribution Theory (Graham, 2020). This theory examines how
individuals explain the causes of both their own and other people's behaviors. Attribution theory
encompasses three dimensions. The first dimension refers to the locus of causality, which refers
to one's belief that their conduct or level of success is under their control. Based on how
researchers define the theory's framework, the locus of causality can be attributed in two ways:
internally or externally. For instance, when athletes perceive a win internally, they attribute it to
factors within themselves, such as talent and knowledge. Conversely, if an athlete experiences a
loss, they may explain or comprehend it externally, believing that the defeat was due to luck or
the difficulty of the competitive environment (for example, the opponent was ranked higher
before the start of the game). The second dimension, stability, is the expected and consistent
outcome or event. In other words, an individual will assess if the result is mainly permanent
(stable) or changeable (unstable). For example, if the athlete believes their win is based on skill,
the outcome is mostly consistent. The conclusion is relatively unpredictable and can result in
various outcomes if viewed based on chance or how much they have prepared. Lastly, the
dimension of controllability is explained as the individual's belief that they can affect the result
of the situation (controllable) or that it is beyond their control (uncontrollable). For example, the
situation is controllable if athletes attribute their victory to how hard they worked in the gym
over the summer. However, when an athlete attributes the outcome to luck or the superior
ability of other participants, the athlete may see the event as uncontrollable (Ahmann, 2023).

Attributions play a vital role in the sporting experience. Attribution processes are
particularly crucial in sports, as they often require compelling explanations for success and
failure. A study by Prosoli et al. (2023) found that athletes in combat sports like judo, karate, and

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taekwondo often attribute success to internal, stable, personally controllable factors. Conversely,
they tend to attribute failure to external factors. Additionally, these athletes frequently believe
that psychological factors play a significant role in both their greatest successes and failures in
competition. This information can be helpful to coaches, athletes, and other people involved in
the sport because it could help them understand how athletes from combat sports explain their
successes and failures. Other than that, motivated people link failure to insufficient effort while
attributing success to ability as well as effort. These attributions, under the individual's control,
result in more effort after successes and failures. Failure-avoiding individuals, on the other hand,
attribute failure to a lack of ability and successes to luck, chance, and so on, and because these
factors are beyond their control, neither successes nor failures motivate to exert more effort in
attempting future tasks (Anundson, 2021).

Conceptual Framework

Life Success

Academic
Resilience
Athlete Non- Athlete
Students Students
Athletic
Identity

Achievement
Emotion

Figure 1. Conceptual framework of the study

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The image illustrates how life success, achievement emotion, academic resilience, and
athletic identity differentiate between student-athletes and sports enthusiasts. The arrows
signify the links between these aspects, showing the impact on students.

For athletes, their performance in sports not only influences their athletic identity but
also spills over into other areas of life. Success in sports can boost overall life success and
contribute to positive emotions. Similarly, sports enthusiasts experience a connection between
academic resilience and their emotional state, highlighting the importance of perseverance in
academics. The figure explains the holistic nature of achievement, demonstrating that different
aspects of life are interrelated.

Understanding these connections can guide educators and mentors in fostering a well-
rounded approach to student development. Encouraging a balance between sports, academics,
and emotional well-being can contribute to overall success for both athlete and non-athlete
students. This visual representation serves as a valuable tool for comprehending the intricate
dynamics that shape students' experiences in several domains of their lives.

Output
This study utilized a quantitative research method to investigate various aspects,
including the demographic profile, levels of athletic identity, academic resilience, achievement
emotions, and life success of both student-athletes and sports enthusiasts, as well as the
differences between these variables. Data will be collected using survey questionnaires from
both student-athletes and sports enthusiasts. The process includes identifying gaps in existing
studies and literature, developing a research methodology, recruiting participants, gathering and
analyzing data, drafting a research report, and formulating recommendations. Finally, the
findings of the study aim to promote a well-rounded approach to balancing sports, academics,

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and emotional well-being, thereby enhancing overall success for both student-athletes and
sports enthusiasts.

Scope and Delimitation

This study comprehensively examined and compared the athletic identity, achievement
emotion, academic resilience, and life success of student-athletes and sports enthusiasts aged 18
to 25 years old in Manila, Quezon City, and Mandaluyong City. However, it must be acknowledged
that the study has some limitations. Firstly, the research is limited to these three cities, so the
results may not apply to other regions or settings. Secondly, the study's sample size is limited,
which means that the findings only represent a part of the student-athlete and sports enthusiast
population in the three cities. Thirdly, the study did not investigate the impact on students from
diverse cultural backgrounds and cultural variations beyond the cities mentioned above, which
is an area that needs to be explored further. Finally, the study only focused on athletic identity,
achievement emotion, academic resilience, and life success, and will not explore other external
factors that could affect the outcomes.

Definition of Terms
Academic Resilience - refers to the capacity of a person to persevere in the face of difficulties,
obstacles, or misfortune in order to preserve or enhance their academic performance.
Achievement Emotion - refers to a person's positive emotional condition after completing a
significant task, aim, or objective.
Athletic Identity - refers to the degree to which a person believes they are an athlete and
incorporates this identity into their self-image.
Life Success - refers to the accomplishment of objectives and contentment in various areas of
life, such as work, education, relationships, health, and personal growth.
Student-Athletes - Student-Athletes - refers to someone who is labeled by the university as an
athlete and who participates in sports like basketball and volleyball or physical activities

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regularly, exhibiting above-average physical performance, fitness, dedication to practice, and

the ability to compete in events or competitions under supervision.
Sports Enthusiasts - refers to an individual who is not labeled as an athlete and participates in
seasonal sports of basketball and volleyball in events like ‘liga’ and intramurals but does not
routinely play organized sports or train for competitions.

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CHAPTER 2
REVIEW OF RELATED LITERATURES AND STUDIES

This chapter includes a review of related literature and studies that the researchers have
perused to provide insight into the variables under study.

Athletic Identity
Research into athletic identity gained momentum in the 1990s (Edison & Rizzone, 2021).
However, before the emergence of the athlete as a distinct identity category, studies primarily
focused on the personality traits contributing to athletes' success and drew comparisons with
non-athletes. The concept of athletic identity pertains to the extent to which an individual
identifies with an athlete's role. It can range from a minor aspect to a significant part of their life.
This sense of identification can yield various outcomes in a person’s life; it can have advantageous
implications for one’s athletic performance, yet it may result in a decreased emphasis on
academic pursuits throughout their college years and challenges when transitioning away from
sports participation (Love and Rufer, 2021). Since identity can have both psychological and social
foundations, the more significance an individual assigns to their role as an athlete, the greater
the potential impact on their self-esteem, motivation, and overall perspective. Christino (2021)
further stated that athletes who specialize in their sport and begin training early tend to exhibit
a stronger athletic identity.

Athletes' experiences and perspectives highlight athletic identity as a fundamental part

of an individual's overall self-concept. The concept of Athletic Identity as an integral aspect of
oneself encompasses various facets, including an athlete's self-assessment and the evolving
relationship between their athletic identity and personality as they grow together over time. This
self-assessment often starts in childhood when individuals identify athletic and sport-specific
qualities that reinforce an athletic self-image. Early successes further strengthen this sense of

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identity, as individuals derive a sense of accomplishment from excelling in their sport. Elite-level
involvement and sustained participation in sports were frequently correlated with one's self-
perception as an athlete, level of proficiency, and enjoyment of the sport. As a result, the athletic
self-perceptions that were formed during childhood and adolescence were reinforced over time.
While all athletes express some degree of identification with their athlete role, for some, their
athletic identity is a core aspect of their overall identity. (Newton et al., 2020). By integrating the
role of an athlete as a component of their self-identity, youth athletes can further focus their
energies on achieving athletic success (Wu et al., 2023).

Having a high level of athletic identity plays a crucial role in understanding career planning
by influencing awareness of career development and retirement (Cecic-Erpic et al., 2021).
Excessive athletic identity can lead to heightened involvement in sports, diverting attention from
social and career dimensions and diminishing consciousness about career management. This
overemphasis on sports is associated with various consequences, including fluctuations in
emotional stability tied to career decisions, humor disorders, substance abuse, unrealistic
expectations for a sports-related career, and a lack of preparation for life beyond the sports
realm. In essence, the level of Athletic Identity significantly shapes individuals' perceptions of
career paths, influencing their commitment to sports and impacting various aspects of their
personal and professional lives (Monteiro et al., 2021). Sagas (2023) further suggests that
students who are deeply involved in sports often put their games first, which might affect their
focus on studies and result in less impressive academic performance. In addition, students often
put their sports life first, especially those at the top levels. They see themselves more as athletes
than students. This mindset can shape their decisions about school and how they use educational
resources. They might not take full advantage of academic help services and focus more on
immediate sports achievements than long-term career plans. It is crucial to understand how their
sports and academic identities interact and affect their decisions and results in both school and
sports (Steele et al., 2020).

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More recent research has transitioned towards exploring specific aspects, including
anxiety, mental toughness, optimism, and the dynamics of a lasting or diminishing athletic
identity, particularly in the context of discontinuing participation, such as in retirement. A prior
investigation of Olympic athletes found that those possessing a robust athletic identity often
neglect planning for career retirement, leading to repercussions in post-sports life. The degree of
athletic identity is linked to athletes' historical connection to sports, ongoing athletic
involvement, and personal encounters with successes and failures in the sporting realm. This
suggests that the intensity of athletic identity is intricately tied to an athlete's past and current
sports-related experiences, shaping their approach to career planning and post-sports
transitions. Furthermore, Martin et al. (2020) discovered that athletic identity was related to
positive results such as mental strength, and adverse results, like expanded liquor utilization
(Arnold & Liu, 2020). In addition, personality-related research is expanding to emphasize the
personalities of experts and how these characteristics influence individual practice reasoning,
administration conveyance, and the calling of game brain science itself (Andersen, 2020; Tod et
al., 2020; Wagstaff & Quartiroli, 2020). Stambulova (2021) proposes that support in games can
furnish undergrads with important fundamental abilities and mental advantages that might help
with personality arrangement.

The presence of athletic identity has been shown to positively impact an individual's
emotional attachment to sports, leading to favorable effects on engagement in physical activity
and athletic performance. Studies suggest that there is a positive association between athletic
identity and dedication to training, as well as a goal-oriented approach to sports. Athletes who
strongly identify with the athlete role tend to achieve higher performance outcomes and derive
greater enjoyment from sports compared to their counterparts who are less invested in the
athlete's identity. Some research further reveals that individuals who prioritize the athletic
aspect of their self-concept are more inclined to be physically active compared to those who do
not emphasize this component (Edison et al., 2021). Moreover, pioneering research was

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conducted to initiate early and comprehensive efforts in defining and systematically studying
athletic identity. The results suggested that athletic identity functions as both a cognitive
framework and a social role, emerging from an individual's emotional connection and external
feedback from sources like teammates, coaches, parents, and spectators (Edison et al., 2021).

Despite the numerous positive effects of athletic identity on athletes, it comes with
significant drawbacks. Research on athletic identity emphasizes its adverse consequences on
athletes' roles beyond the realm of sports. A strong athletic identity can lead athletes to overly
prioritize their potential professional sporting career, diminishing their optimism about careers
outside of the sports domain. Encouraging athletes to consider non-sporting career options is
often challenging, particularly if they have exhausted all possibilities within the athletic field.
When athletic identity becomes dominant, athletes usually face transitional challenges,
experiencing a lack of direction or reduced career optimism upon retiring from sports or following
a catastrophic injury. In addition, athletes who are deeply immersed in their athletic pursuits may
suffer from burnout, a psychological syndrome characterized by emotional and physical
exhaustion, a sense of unaccomplishment, and a devaluation of their involvement in college
athletics. Huml and colleagues (2019) highlight that while athletic identity offers various
advantages, it also poses significant challenges, particularly regarding athletes' career
perspectives and well-being beyond their active sports careers. Failure to pursue other career
options might lead to academic isolation and a greater likelihood of identity foreclosure. Athletic
identity foreclosure happens when people commit to the athletic role without considering other
options. Society and parents frequently tolerate such roles, which can result in academic
detachment. Further, athletes commonly establish social bonds and friendships within their
sporting circles. However, experiencing burnout can result in reduced social interactions, as
individuals may distance themselves from teammates and coaches due to emotional fatigue and
waning interest in their sport. Consequently, this diminishes their feelings of belonging and
connection to their athletic identity (Marangoni et al, 2023).

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Playing sports, either competitively or recreationally, is a popular leisure activity globally.

However, injuries are inevitable when playing sports. Studies have identified five categories of
sports-related injuries, yet the demographic effects of pain have been understudied than the
psychological, behavioral, and injury-related consequences. Renton and colleagues (2021) have
discovered several positive and significant relationships between athletic identity and
psychosocial outcomes. When an injury prevents an athlete from competing in sports, it may
result in ego dissonance. This is when an individual’s self-perception and their ability to carry out
their role responsibilities do not align. As a result, athletes may experience symptoms of
depression. In contrast, Aizawa et al. (2021) suggest that athletes who managed to get back to
their original performance level after an injury showed a stronger sense of identity and
dedication to their sport, compared to those who could not return to their sport. Hence, an
athlete’s inherent motivation to compete in their sport has a greater impact on their emotional
well-being and self-worth than external social pressures (Knowles, 2021).

Parent Drake (2023), said how she explores the multiple identities that female student-
athletes hold, highlighting the importance of their academic and athletic endeavors. It is clear
from a mix of surveys and interviews that these people value their educational pursuits and their
duties as athletes. Their experiences on the pitch or court become entwined with their athletic
identity, which becomes a significant part of their everyday lives. Nonetheless, our research
indicates that female student-athletes have a high emphasis on academic identity and
achievement, defying the assumption that players abandon their studies. They have a
noteworthy commitment to success in all areas, as seen by their comparable levels of dedication,
goal-setting, and positive academic and athletic experiences. Moreover, Turkeli (2020) stated
that it is clear that athletic identity scores are not substantially influenced by gender. Numerous
research has demonstrated that an individual's level of athletic identity is not influenced by their
gender identity. This result is consistent with the general agreement drawn from previous
studies. This research uses a cross-sectional study design to investigate the association between

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participant athletic identity scores and gender. Researchers have consistently identified no
significant variance in athletic identity based on gender through statistical study and comparison.
These results support the idea that an individual's experiences, views, and interactions with
sports and physical activities shape their athletic identity, which is not innately correlated with
gender.

Emphasizing sports' substantial impact on people's perceptions and interpretations of

their life experiences by looking at how it functions as an aspect of identity. In addition, athletics
influence a person's fundamental sense of self by serving as a contextual filter through which
they interpret their surroundings. The findings of this study have consequences for practitioners
who should actively support the growth of non-athlete aspects of identity, acknowledge the
educational benefits of athletics, and endeavor to remove institutional hurdles that frequently
encircle athletic departments. By implementing the strategies, professionals helped people
navigate the intricate relationship between identity and athletics and promote holistic
development outside of the realm of sports involvement (Scanlon, 2022).

Achievement Emotion
Achievement emotions are the emotions that individuals experience in response to
events, which are evaluated based on the standards of quality associated with their competence
(Pekrun et al., 2023). Activity emotions and result feelings are the two main categories into which
Pekrun divides achievement emotions. Emotions related to an activity, such as delight or
boredom, are closely related to the process of learning. Conversely, outcome emotions—such as
pride, fear, embarrassment, or hope—are felt in reaction to whether tasks linked to achievement
are completed successfully or not (Meyer & Schlesier, 2021). The achievement emotions
framework has three components: valence, physiological arousal, and object focus. Valence
refers to the positive or negative nature of the emotion, while physiological arousal indicates the
intensity of the emotion. Object focus pertains to whether the emotion is related to the activity

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or the outcome, in addition to considering the temporal relationship between the object and the
person during the emotional experience.

We interpret emotions based on appraisal theories, which suggest that emotions arise
from cognitive evaluations of a situation. The control value approach to achievement emotions
proposes that, for instance, if a student perceives and judges a university learning situation as
intrinsically relevant and controllable, positive emotions like enjoyment are likely to emerge. On
the other hand, negative emotions, such as anxiety, may be triggered if the situation is deemed
essential but uncontrollable, as in the case of a significant test. Consequently, the same situation
can evoke different emotions in different students, influenced by the outcome of their
evaluations tied to past experiences, beliefs, interests, and more (Hoffman et al., 2019).

Traditionally, achievement emotions were thought to be the emotional responses to

success and failure, where success and failure were viewed as discrete events that occurred at a
specific time. In earlier studies, achievement emotions were assessed in response to situations
that involved performance feedback indicating success or failure, such as receiving a good or
poor grade in school (Pekrun et al., 2023). Success and failure can have varying effects on
emotions, mood, and athletic performance (Asghar et al., 2021). Although these events are often
perceived as personal victories or defeats, they can significantly influence people’s lives and
passions. In such situations, success in a critical endeavor supports the idea that the hard work
of dedicated individuals may have little or no influence. Conversely, failure can be viewed as a
threat in and of itself, creating a state of uncertainty that motivates action and inspires people
to strive once again. In their research, Asghar and colleagues (2021) examined how both national
and international athletes who participated in the 33rd National Games in Peshawar, Pakistan,
connected their passion to their emotional responses to success and failure. The study yielded a
significant positive correlation between emotional responses that strongly affect achievement

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and passion. In addition, the study revealed that passion and emotional responses to failure are
positively correlated, which is a valuable finding.

Feelings about success, called achievement emotions, have yet to be studied much in the
field of learning psychology. Most of the time, people only focus on test anxiety. But, according
to Turnquest et al. (2023), other emotions, like joy and general worry, also play a significant role
in how well students do. For instance, when students feel happy while learning, they’re more
likely to use suitable study methods and work harder. This can lead to better results in school.
The study, conducted by Earl et al. (2024), used a tool called the Achievement Emotions
Questionnaire to measure how students feel about their studies. This includes positive feelings
like enjoyment, hope, and pride, as well as negative emotions such as anger, anxiety, shame,
hopelessness, and boredom. Subsequently, Frumos et al., (2024) found that the feelings we
experience when we achieve something play a significant role in controlling our learning, drive,
and success in school. These emotions also impact our mental health, our ability to solve
problems, and our determination to keep learning, and give us the boost we need to take action
in the future. Not to mention, in educational settings, students encounter a range of emotions in
different situations related to achievement, such as learning, homework, class participation, and
exams. These emotions, as outlined in this taxonomy, play a crucial role in determining the
cognitive resources required to concentrate on achievement-related tasks and the motivation to
successfully complete them (Ghaderi et al., 2022).

Aside from success and failures, achievement emotions are closely linked to involvement
in work, sports, and academics (Pekrun et al., 2021). Achievement emotions are significant not
just as a result of achievement activities but also for their pivotal role in subsequent learning
processes (Wu & Yu, 2022). Several studies have acknowledged and illustrated the impact of
achievement emotions on educational outcomes across levels, including primary, secondary, and
tertiary education. One study suggests that adolescents’ achievement emotions significantly

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influence their learning and performance in traditional subjects such as literacy, math, and
sciences (Luo et al.; Muis et al.; Pekrun et al., 2021). Other recent studies reveal that achievement
emotions are crucial factors associated with students' proficiency in 21st-century skills such as
communication, collaboration, critical thinking, and creativity, particularly within the domain of
collaborative problem-solving (Camacho-Morles et al., 2019). Similarly, Behrens et al. (2019)
discovered that when students excel in high-complexity simulations, it enhances positive
academic emotions such as enjoyment and pride, while mitigating negative academic emotions
like anxiety. Positive emotions such as pride and joy are perceived as motivating factors for
learning. Similarly, moderate levels of anxiety can be beneficial as they indicate to students the
need for better preparation to tackle challenging issues. Conversely, shame, which was reported
at a low level, is seen as detrimental to learning as it lowers students' self-esteem. This
emphasizes the broader significance of achievement emotions beyond traditional academic
subjects, extending their relevance to essential skills required for success in the contemporary
learning environment.

The importance of achievement emotions in professional, academic, and athletic contexts

was highlighted by Camacho-Morales et al. (2021). They said that it does this by emphasizing how
closely these emotions are related to the cognitive, self-control, and motivational processes that
are essential for success. These feelings that people feel during and after activities greatly impact
their capacity to overcome obstacles and keep going after goals. The literature synthesizing
actual evidence about the relationship between achievement emotions and student
achievement is noticeably lacking despite the significance of these relationships. This emphasizes
the need for additional research and comprehension of the ways in which these feelings affect
academic achievement. In another study by Theobald et al., (2021), there were no significant
variances observed among the groups in relation to our primary variables, such as average
reported levels of anger, tension, joy, and pride, as well as average instances of goal failure
throughout the survey period. However, the possibility that the intervention may have

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contributed to the slight variations in effect sizes observed among the groups cannot be entirely
dismissed. Nevertheless, in terms of statistical significance, both groups yielded highly
comparable outcomes during cross-validation. This indicates that the correlations between goal
failure, achievement emotions, and goal revision remained significant despite an experimental
intervention impacting goal achievement. Moreover, Balaz et al (2021), highlighted the
importance of positive accomplishment emotions in educational settings by demonstrating their
significant impact on academic achievements. Favorable achievement emotions have been
shown to have favorable benefits on academic performance by studying the association between
emotional experiences and performance. It has been discovered that positive emotions like
pride, happiness, and hope favorably impact pupils' academic progress. The importance of
creating a positive and encouraging emotional climate in learning environments is highlighted by
these studies. In line with this, achievement self-esteem, synonymous with performance-based
self-esteem, involves deriving one's sense of self-worth and value solely from their
accomplishments (Moses, 2019). Teachers may be able to improve their students' motivation,
engagement, and general academic accomplishment by encouraging positive achievement
emotions. This realization emphasizes how crucial it is to take emotional aspects into account
while creating support networks and educational initiatives that work.

According to Sánchez-Álvarez et al. (2020), numerous contemporary reasonable

directions have taken a positive psychology point of view with respect to the distinguishing proof
of execution working with impacts like the capacity to understand individuals on a deeper level.
In sports, dealing with emotions and anxiety is viewed as one of the keys to performance (Tur-
Porcarand & Ribeiro-Soriano, 2020). While theories suggest that abstract convictions and insights
are basic for making sense of feelings, hope esteem speculations center around the significance
of convictions and discernments for inspiration and independent direction (e.g., Eccles &
Wigfield, 2020). In addition, positive result feelings ought to diminish less when both control and
accomplishment values are kept up. Moreover, people who lose characteristic worth over the

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long haul would show a bigger lessening in happiness and a bigger expansion out of frustration
particularly when they lose apparent control (Forsblom et al., 2021). Ruiz and Robazza (2020)
indicate that emotion regulation is crucial to successfully dealing with stressful situations,
attaining good performance, and maintaining or improving physical and psychological health.
Similarly, the reports for young athletes are about favorable levels of outcome variables (i.e.,
higher pleasant emotions, enjoyment, confidence, satisfaction, social connection, and lower
unpleasant emotions and emotional loneliness) were related to more noteworthy utilization of
mental reappraisal and less utilization of expressive concealment (Kim & Tamminen, 2023).

Academic Resilience
Resilience is a rapidly expanding field in psychology research (Rudd, Meissel, & Meyer,
2021). It refers to a person's ability to adapt constructively to challenges in life. Resilient
individuals were once regarded to be "invulnerable" to hardships, but our understanding has
changed over time. Resilience is now seen as a dynamic engagement process where people adapt
to their surroundings. These changes have introduced additional aspects for consideration in
resilience research; as a result, the notion of resilience has also been applied to education. Not
to mention, although its definition may vary, resilience has been linked to the overall health, well-
being, and employability of students. It is often depicted as either a process or a result related to
successful adaptation. Various interventions and recommendations have been proposed, but
methodological limitations in empirical studies have hindered the ability to determine the most
effective ways to bolster resilience among university students. Establishing a common
understanding of resilience in the higher education context and conducting high-quality research
on resilience interventions would greatly enhance the higher education agenda. (Brewer et al,
2019).

Academic resilience, as defined by Romano et al. (2021), refers to the ability to effectively
foresee and adjust to challenging situations in an academic setting. It is also the ability to succeed

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academically despite a high-risk environment (Sarmiento et al., 2021). Furthermore, it can be

characterized as an increased likelihood to achieve positive outcomes in a variety of life
endeavors even in the face of challenging situations brought on by early life experiences,
personal traits, and environmental conditions (Kalaivani, 2021). Ye et al. (2021) conducted a
systematic review of 20 international large-scale assessment studies and discovered that the
classification of academically resilient students varied depending on the criteria and thresholds
used. Moreover, a study conducted by Fitriani & Gina (2023) highlighted the importance of
training students to maintain academic resilience and suggested that improving self-concept,
along with support from parents and the community, can help sustain students' academic
resilience.

The idea of academic resilience emphasizes its significance in achieving academic success
in the face of adversity. Because it allows people to flourish despite adversity, resilience is viewed
as a critical component in advancing equity within the educational system. However, the
paragraph draws attention to a gap in the literature: the inconsistent operationalization of
academic resilience in quantitative studies. It is challenging to compare results across contexts
due to the variety of assessment techniques, which also restricts our comprehension of the
potential reasons for variations in academic resilience rates (Rudd, Meissel, & Meyer, 2022). This
was also discussed by Ahmed (2023), in his text, he defined academic resilience as students'
ability to overcome pressure, anxiety, and setbacks in learning environments. As it emphasizes
the importance of academic resilience in the face of the various hurdles students face while
pursuing their academic goals, he provides a brief overview of scientific epistemological
viewpoints, which are opinions concerning people's attitudes towards science, its methods, and
the processes by which knowledge is acquired.

Students’ academic resilience acts as a solid predictor of several favorable student

outcomes. According to Bittmann (2021), resilience has a close relationship with an increased

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drive for achievement, better academic achievement, a lower chance of thinking about quitting,
and a general sense of life satisfaction. Academic resilience is demonstrated by a student's
capability to persevere and flourish in the face of academic difficulties, significantly enhancing
their general academic performance and well-being. Besides, academic resilience is a component
of psychological capital (PsyCap) associated with adaptation, representing a positive
psychological development where a student's cognitive functioning and growth remain
unaffected by stressful events and conditions on their academic journey (Zheng et al., 2020). This
resilience not only shows how strong students’ minds are, but it also has a significant impact on
how they learn. A study by Gartland et al. (2019) states that resilient students are those who not
only overcome major educational challenges but also actively participate at every level,
demonstrating their resilience even in the face of academic pressure.

Cassidy (2022) notes that the majority of AR definitions highlight resourceful, innovative,
and adaptable responses to challenges or threats as essential components. Consequently, AR
stands as a crucial asset for achieving academic excellence, embodying a desirable and
advantageous quality in students. This quality is likely to impact various academic-related
outcomes, including performance, achievement, well-being, and overall quality of life. The
acquisition of academic resilience is a process that unfolds gradually through contextual
experiences in a student's life, as mentioned by Edward and Warelow (2022). It evolves through
a set of capabilities cultivated by keen observation and correction of maladjustment tendencies
linked to challenging events. Students can develop these capabilities in anticipation of
unexpected academic challenges, fostering proactive resilience that prepares them for potential
stressors. This approach enables an understanding of emerging situations that cannot be entirely
avoided but for which students can prepare proactively. Simultaneously, students can respond
swiftly and appropriately to safeguard themselves from challenges as they arise, constituting
reactive resilience. Crucially, a student's capacity for academic resilience is shaped not only by
internal factors, such as personality variables and intelligence but also by the resources available

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from their relationships with family, the educational institution, and the broader environment.
In other words, the integration of both internal and external influences underscores the
multidimensional nature of resilience. Educators should take note of this shift as it moves away
from attributing resilience solely to students and acknowledges its contextual nature. Resilience
is shaped by internal protective factors and the availability of external support systems within
and beyond the university setting (Ryan et al., 2019).

On the other hand, there is a noticeable deficiency in educational initiatives aimed at

enhancing student-athletes’ comprehension of resilience and its applicability beyond the realm
of sports. Furthermore, existing programs typically focus separately on student-athletes and
coaches. This workshop has the potential to enrich the athletic culture as a whole by fostering
collaboration between coaches and student-athletes beyond the confines of the sporting arena.
By participating in this workshop, student-athletes will be better equipped to navigate life after
college athletics, armed with a deeper understanding of how their resilience skills can be
transferred to various life contexts. Similarly, coaches will gain increased confidence in initiating
discussions about resilience with their student-athletes and will appreciate the significance of
nurturing the holistic development of their athletes (Beatus, 2023).

Academic resilience comprises two components: self-regulation and self-handicapping.

Academic self-regulation, defined as self-regulated learning, involves motivational and
behavioral processes enabling individuals to systematically activate and sustain cognitions,
behaviors, and emotions toward their learning goals (Abar, Carter & Winsler, 2020). Self-
regulated learners grasp the motives and strategies necessary for learning, and implement them
in their learning process. For instance, a self-regulated learner would employ effective study
habits when faced with a challenging course, while a less self-regulatory student might give up
rather than find ways to overcome difficulties. The self-regulated student is intrinsically
motivated and believes in their ability to succeed. Self-regulation significantly influences

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academic performance outcomes and is crucial for directing goal-oriented behaviors necessary
for successful academic performance. It fosters high performance and academic self-efficacy,
impacting outcomes like course grades and GPA. Additionally, self-regulatory behavior engages
students in critical thinking and problem-solving (Tope-Banjoko et al., 2020). In addition, Uygur
and Asici (2023) stated that emotional self-efficacy was the second most important component
in predicting academic resilience. This result confirms the relationship between social-emotional
abilities and resilience, which is consistent with earlier research by Naglieri. It also confirms
research by Armum and Chellappan, from this study that shows a favorable relationship between
academic success and emotional self-efficacy. According to the study, teenagers who have faith
in their capacity to control and regulate their emotions are more likely to show resilience in the
face of difficulties in the classroom.

On the other hand, self-handicapping, in academic achievement settings, serves as a

maladaptive coping mechanism, frequently used to regulate the threat to self-esteem caused by
the fear of failure (Yavuzer, 2020). The goals of self-handicapping involve attributing poor
performance to factors other than ability while associating successful outcomes with ability.
Academic self-handicapping involves the creation of obstacles or strategies that frequently
hinder the successful completion of important tasks. It is a process wherein individuals avoid
attempting tasks when they anticipate failure in the outcome. The association between self-
handicapping behavior and low achievement and performance outcomes is rooted in learning
approaches. Self-handicapping behavior predominantly manifests as avoidance, leading students
to engage in activities that impede effective learning, such as avoiding seeking help from
teachers, procrastinating, and resorting to cheating (Urdan; Wolters; Yavuzer; Kalyon, Dadandi &
Yazici, 2020). Hence, self-handicapping behaviors align with maladaptive learning patterns and
contribute to unfavorable learning outcomes.

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Transitioning to higher levels of education, such as college, can be a difficult experience

for first-year students. This experience can become even more challenging and stressful due to
the high academic demands, especially if there are limited resources, such as social connections
or financial support, available. In South Africa, a study conducted by Van Wyk et al. (2022)
demonstrates that resilience is necessary for maximizing bodily processes and helping people
adjust to new environments. A study by Choi et al. (2023) further suggests that resilience is a
valuable resource for Korean middle- and high-school students, as it can help them manage
academic stress and improve their school adjustment. The study also implies that resilience might
help Korean students cope by providing them with a resource that would help them grow and
adapt to school. In line with this, resilient individuals often view setbacks as "springboards" or
opportunities for growth. However, the expectation is that resilience influences academic
performance through increased satisfaction. Specifically, the proposal is that when resilience is
high, students perform better because they experience heightened academic satisfaction
fostered by resilience.

When considering the significant impact of psychological strength and academic

resilience on a student's overall performance, it becomes crucial to comprehend the substantial
role these factors play. According to Demir (2023), a child's ability to bounce back and persevere,
regardless of challenges, contributes significantly to their success in both academic and social
aspects of school life. Furthermore, academic resilience is intricately linked to institutional
resilience, as highlighted by Rosheen et al. (2024). It involves navigating daily challenges, issues,
and academic problems, setting it apart from academic flexibility, which focuses on overcoming
major obstacles that might impede a student's learning journey. As emphasized by Putra and
Huwae (2023), academic resilience enables students to adapt to the school environment,
effectively manage stress, and enhance their cognitive abilities. It encompasses the mental,
emotional, and action-oriented responses that students exhibit when confronted with difficulties
and obstacles in their educational pursuits.

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To comprehend individuals who effectively confront challenges, it is crucial to pinpoint

elements that can enhance resilience, like coping techniques (Smith et al.; Steinhardt & Dolbier,
2021). Coping involves a person's attempts to eliminate, diminish, or handle threatening events
or situations perceived as challenging or stressful. While resilience and coping are occasionally
used interchangeably, they are distinct concepts. The difference between academic resilience
and coping strategies lies in their definitions: coping pertains to the array of cognitive and
behavioral tactics employed by an individual to navigate the demands of stressful circumstances,
whereas resilience pertains to adaptive outcomes in the face of adversity. Recognizing this
distinction clarifies the relationship between these concepts and highlights the unique roles they
play in individuals' ability to confront and overcome challenging situations.

Research indicates that while the problem‐focused and emotion‐focused categories are
helpful, another coping approach called meaning‐focused coping has been recognized. This type
involves using cognitive strategies to handle the meaning of a situation. Essentially, meaning‐
focused coping aims to regulate positive emotions. There's substantial evidence indicating that
positive emotions coexist with negative ones during highly stressful periods and are crucial for
adaptation. As a result, it's important to consider positive emotions to better understand how
people generate and maintain them. Exploring the role of positive emotions in adaptation
concerning outcomes is essential for a more comprehensive understanding of coping strategies.

Based on the distinct coping categories, researchers suggest specific ideas about how
coping strategies relate to resilience. Firstly, they hypothesize that students exhibiting active
coping and employing problem-solving approaches demonstrate higher levels of resilience.
Secondly, they propose that students using emotion-focused strategies, which focus on
managing distress and negative emotions, might lessen their efforts in addressing the problem,
leading to lower resilience. Lastly, they posit that students regulating positive emotions by

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assigning meaning to situations expands their range of thoughts and actions, building resources
like resilience. This, in turn, empowers them to effectively handle and manage various situations.

In examining the outcomes of academic resilience (AR), the researchers concentrate on

academic satisfaction and performance. Within this study, academic satisfaction represents
students' cognitive assessments of various aspects of their academic environment, including
teachers, degree programs, and faculty. It stands as the subjective intrinsic gratification students
derive from their educational pursuits. Baker, Dilly, Aupperlee, and Patil (2019) acknowledged
the crucial role of academic satisfaction as an indicator of both school adjustment and the quality
of higher education. On the premise that academic resilience aids students in overcoming
academic stress, the proposition is made that individuals displaying high levels of resilience will
encounter increased satisfaction with their academic context. Even when facing adverse events
in their academic environment, students with elevated resilience are anticipated to adapt
positively and successfully bounce back from these events. Consequently, it is conjectured that
this positive response enhances their academic satisfaction. A study by Macapagal and Delos
Reyes (2023) stated that students with low academic resilience scores also have low subjective
well-being scores. This indicates that these students struggle to cope with internal pressure and
are controlled by negative emotions.

Life Success
Life satisfaction involves an individual's overall judgments and evaluations of their life,
which are subjective and reliant on comparing their situation to what they deem an appropriate
standard. This standard can include personal criteria for a good life or broader, widely valued
judgments. People may adopt diverse standards for success across different facets of their lives.
Therefore, it is emphasized that assessing an individual's general judgments about life is more
crucial than focusing solely on their satisfaction in specific living spaces (Pavot & Diener, 1993; as
cited in Ayhan & Özel, 2020). In the context of life satisfaction, individuals gauge their

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contentment or happiness by evaluating how their expectations align with their actual
circumstances. This process forms a critical part of their positive assessment of overall life based
on personal criteria. Moreover, life satisfaction encompasses an individual's beliefs and
evaluations about life, reflecting a general attitude toward life. To put it simply, it involves
assessing the quality of one's life according to established standards, representing the extent of
positive development across all aspects of life quality (Ayhan & Özel, 2020) including life success.
The study conducted by Supervía et al. (2020) reveals a moderate correlation between optimism
and life satisfaction, supported by mediation analyses, indicating that optimism contributes to
enhancing overall life satisfaction in adolescents. This positive relationship aligns with arguments
proposing that specific adaptive behaviors, such as social adaptability, a positive outlook,
increased resilience, subjective happiness, self-esteem, and self-concept, connect optimism and
life satisfaction to other self-determined variables. Moreover, various studies emphasize the
correlation between optimism and life satisfaction with improved school performance and
reduced rates of school dropout, highlighting the significance of these adaptive behaviors. In
addition, the findings demonstrate a positive connection between task-oriented goals, optimism,
and life satisfaction in adolescents. The task-oriented goal concurrently acts as a mediating factor
between optimism and life satisfaction, underscoring its influence on both constructs.

Engaging in physical activity and sports can have a positive impact on one’s self-esteem,
which is closely related to psychological and social well-being. Well-being, in turn, has favorable
effects on health, social relationships, and productivity. In addition, one’s overall life satisfaction
is positively correlated with mental health. Besides, well-being encompasses both cognitive and
affective assessments of one's present life or long-term. This includes cognitive evaluations of
life satisfaction and affective assessments of moods and emotions. Well-being involves frequent
positive effects, such as happiness, the prevalence of positive mood, and low levels of negative
affect satisfaction with crucial life spheres, like work, health, family life, and many more. Overall
life satisfaction is linked with satisfaction regarding health status and family status. These findings

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provide a basis for anticipating correlations between overall life success in specific life domains
for both athletes and non-athletes. Besides, individuals pursue life satisfaction through a wide
range of activities, including sports. Participating in sports has a tremendous impact on mental
and physical satisfaction, allowing for overall development, developing personality, encouraging
healthy lifestyle choices, cultivating perseverance, and imparting respect for others. While sports
have a significant societal impact, the consequences on people can differ by their chosen
discipline. Some athletes see sport as the meaning of their lives, hence their satisfaction with life
is determined by the advancement of their own careers (İnan & Koç, 2021).

Success is a multifaceted, intricate social reality phenomenon that lends itself to a variety
of contradicting interpretations. It refers to achieving objectives that are socially and personally
acceptable and have a significant impact on how people function in a given society
(Mukharlyamov, Zharkynbekova, Zadanova, & Shayakhmetova, 2022). Establishing your personal
definition of success is essential for establishing priorities and goals in life. Understanding what
success means helps you to avoid being distracted by unimportant things or the expectations of
others, and to concentrate your time and attention on the things that really matter. Furthermore,
defining success can make you feel happier and more content with your life. You can take action
to accomplish your objectives and lead a life that is consistent with your beliefs and passions
when you have a clear understanding of what success means to you (Jackson, 2023). The pursuit
of success in life is a steady, protracted endeavor that depends on an individual’s drive for growth
and development (Stroyanovska, 2021). This process results in the accomplishment of desired
goals in a person’s life in a variety of areas and is accompanied by a certain amount of energy
and a positive emotional state. It also enhances the general well-being of society. Weatherton
and Schussler (2022) suggest that the way success is gauged, policy is shaped, and student
performance is assessed in academia can vary. If success is viewed purely from an academic lens,
measures like GPA and standardized test scores might be used to evaluate student achievement.

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The definition of success can have broader societal implications too. It can influence which
students continue in higher education and who will make up the future workforce of the nation.

Athletes are driven to acquire and improve superior talents that are necessary for success.
For example, there are a variety of reasons why an athlete may experience a decline in motivation
and anxiety, such as when they are competing against an older, more experienced competitor or
when they lack complete confidence in their ability to succeed. Keeping a healthy motivation
level is essential to finishing tasks and producing a good outcome (Jain, 2021). A study conducted
by Fadoju et al. (2021) likewise found that motivation and leadership behavior continue to be
seen as critical components in player success, career growth, and long-term achievement. Their
impact on success makes them significant and warrants research over generations to establish
whether their importance remains constant, differs based on the factor, or brings new
implications as the world of sports evolves. Furthermore, Yunissov et al. (2023) found that the
economic culture of the region in which Gen Z individuals live can influence their perceptions of
success and moral values. This can lead to different understandings of what success means and
can guide their actions towards achieving it. In today’s market, not adhering to moral standards
can lead to economic disadvantages. This relationship between moral values and perceptions of
success is shaping the behavior of modern youth.

Firdous and Riaz (2023) further elaborate that intrinsic goals, which are inherently tied to
personal growth and self-fulfillment, have a positive impact on an individual’s well-being and
functioning. Conversely, extrinsic goals, which are more about external rewards and recognition,
don’t always have the same positive effect. Interestingly, intrinsic goals have a strong positive
connection to critical thinking skills. While extrinsic goals might not always contribute to well-
being, they do have a positive link to achievement. In certain cultures, particularly those that are
developing or collectivist, extrinsic goals might not necessarily hinder a student’s educational
success. Apart from that, sports are also linked to a variety of other ideas. Children and

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adolescents are generally drawn to sports for intrinsic reasons. Sports are believed to improve
strength and power, which is why many people become involved. Sports have a favorable impact
on both the mind and the body. As a result, adopting a favorable attitude toward sports from an
early age is critical for guiding young people away from harmful behaviors and maintaining their
social, physical, and mental well-being. Evaluating the influence of sports, which benefit
individuals in a variety of ways, on life satisfaction might serve as an extra motivator for people
to participate in sports. (Çeviker et al., 2023).

The retirement experience of athletes can be influenced by several factors that affect
their decision or necessity to retire. During this period of transition, most retired collegiate
athletes reported receiving support from their friends, teammates, family, coaches, and/or their
school. However, a small percentage did not receive any assistance. This research highlights the
need for collegiate athletes to receive more support during their retirement transition in order
to feel adequately prepared for their next stage of life. In addition, one thing in common with
those who said their transition to retirement went well was that they achieved their sporting
objectives (Barzca-Renner, Shipherd, & Basevitch, 2020).

These generally "contemporary" meanings of accomplishment are not frequently

communicated by scholarly establishments as far as the designs that they advance, how
achievement is examined, or the way in which understudies are certainly shown about progress.
We accept that an absence of delegate definitions might prompt a large group of issues, including
a low feeling of having a place and poor psychological well-being for understudies who hold
contemporary meanings of progress (Weatherton & Schussler, 2021). According to Alyahyan and
Dustegor (2020), the indicators of accomplishment rather have its estimating elements, for
example, to investigate the understudies' scholarly progress in advanced education the
understudy socioeconomics, similar to orientation, the financial variables as stuck. These
implications were reflected in the perspectives of the studio members, first and foremost, by the

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way, they felt it vital to push ahead in their lives at a similar speed with others in their groups of
friends to get appreciation from their companions, family, and society. Second, the understudies
saw a paid occupation as an essential method for satisfying their obligations as tax paying
residents (Ågren et al., 2020). Afifah et al. (2021) then stated that achievement is deemed as the
ultimate objective in one’s existence, with a set criterion acting as a yardstick for comparison.
However, the measure of accomplishment varies from individual to individual, reflecting the
unique perspectives of life.

Najman et al. (2022) provide a concise summary of the consistent research showing that
childhood maltreatment has a detrimental influence on adult life success, whether the abuse is
reported by the victim or an agency. It emphasizes how people who endure any kind of abuse as
children are more likely to show signs of diminished knowledge and abilities, weakened social
bonds, and decreased well-being and happiness as adults. Furthermore, the idea of life success
is introduced in the paragraph as a normative model of self-realization, entailing the modification
of socially significant norms and values to suit personal aspirations in particular social
circumstances. It draws attention to research showing that material well-being and familial
happiness are important factors in determining a person's success in life for those living in the
Russian province. This shows that obtaining a certain degree of economic wealth and establishing
happiness in family connections are crucial to this population's definition of success. The passage
sheds light on how cultural and contextual elements, particularly in the context of rural Russia,
influence people's conceptions and goals of success in life (Reutov et al. 2020).

In addition, Romine (2020) emphasizes how important it is for student athletes' support
services to play a vital role in helping athletes succeed in life within college athletic departments
around the country. It highlights that to promote student athletes' success as both athletes and
students, Division-I colleges are required by the NCAA to offer academic advising, mentoring,
tutoring, and life skills programs. The quantitative study is to explore administrators, mentors,

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and advisors in athletics' perspectives on the significance of student-athlete achievement,

especially when it comes to success in life. This entails learning how these parties view the role
that support services play in assisting student-athletes in acquiring critical life skills, achieving
personal development, and succeeding after their athletic careers.

Athletic identity shapes individuals' behaviors and beliefs throughout their sports journey,
extending even beyond their athletic career (Hogg, 2020). Brewer and Houle stated that athletic
identity begins as individuals develop a sense of self in adolescence and adulthood upon entering
the world of athletics. This identity strengthens with increased participation in sports, sometimes
becoming dominant over other roles (Adler & Adler, 2020). Benson et al. discovered that college
athletes express stronger attachment to their athletic identity when considering the end of their
sports career compared to the end of their student life, echoing terror management theory.
According to this theory, the conflict between self-awareness and mortality leads individuals to
embrace cultural beliefs to manage fear. Therefore, ending an athletic career, which may signify
a failure to achieve professional success, poses a greater threat than concluding a student career,
which fulfills the goal of graduation as stated by Benson et al. (2020).

Moreover, high levels of athletic identity correlate with greater self-belief in career
decision-making, optimism about the future, and career planning (Cabrita et al.; Lally & Kerr,
2020). This implies that maintaining an athletic identity during the career planning process might
not hinder athletes' success after sports; in fact, it could even enhance it. Although existing
studies have explored how athletic identity affects the transition from sports to professional life,
limited research has investigated its relationship with career success for retired college athletes
entering the workforce.

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Synthesis
The studies and literature discussed here, which unify the concepts of athletic identity
(AI), achievement emotions (AE), academic resilience (AR), and life success (LS), reveal a
composite understanding of human development and well-being across various domains.

Athletic Identity
Athletic identity, deeply ingrained in individuals' self-perception, influences motivation,
career planning, and emotional responses to success and failure in sports. However, an excessive
emphasis on athletic identity can lead to challenges in other areas of life, such as academic
pursuits and post-sports transitions. Practitioners should aim to support the holistic development
of individuals by promoting non-athlete aspects of identity and removing institutional barriers to
growth.

Achievement Emotion
Achievement emotions play a crucial role in learning, performance, and success in both
academic and athletic contexts. Positive emotions like pride and enjoyment motivate learning,
while moderate anxiety can prompt better preparation. Effective emotion regulation is essential
for managing stress, achieving good performance, and maintaining overall well-being.

Academic Resilience
Academic resilience is vital for adapting constructively to challenges in academic settings.
It involves self-regulation, emotional self-efficacy, and coping strategies, contributing to positive
outcomes such as increased drive for achievement and life satisfaction. Fostering resilience
among students requires both internal factors and external support systems, highlighting the
importance of a comprehensive approach to education.

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Life Success
Life success encompasses various aspects, including life satisfaction, well-being, and
achieving socially and personally acceptable objectives. Factors such as optimism, intrinsic goals,
and physical activity positively influence life satisfaction. Understanding the complicated nature
of life success requires considering individual perspectives, cultural influences, and the
reciprocity of various factors such as personal goals and societal expectations.

In essence, by incorporating concepts from athletic identity, achievement emotion,

academic resilience, and life success, a comprehensive approach is created to enhance overall
well-being and progress across various aspects of life. Understanding individuals' perspectives in
sports, managing their emotions to success and failure, fostering resilience in academic pursuits,
and promoting success in broader life contexts all contribute to a holistic strategy for supporting
personal development. This approach acknowledges the interdependence of various aspects of
life and aims to help individuals achieve prosperity and well-being.

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CHAPTER 3
METHODOLOGY

This chapter discusses the methodologies that will be used to gather the data and analysis
that are relevant to the research. The methodologies will include areas such as research design,
instrumentation, research locale, sampling technique, data gathering procedure, ethical
considerations, and statistical treatment of data.

Research Design
This study utilized a differential research design. According to Gravetter and Forzano
(2019), a research study which compares existing groups is termed as a differential research
design, aiming to discern disparities among these groups. Such studies are commonly referred to
as ex post facto research as they examine differences that already exist between groups. Since
differential research design does not endeavor to mitigate the influence of individual differences
among groups, it falls under the category of nonexperimental research design.

Differential research design is a method of research that centers on comparing different

groups, conditions, or variables to assess their effects on a particular outcome. Researchers
systematically manage these variables to observe how changes in one variable impact the
outcome compared to another variable. This approach aids in identifying causal relationships.
The term "differential" highlights the focus on understanding variations or differences between
the groups or conditions. This approach enables researchers to investigate particular hypotheses,
assess theories, and acquire understanding about the factors that impact the phenomenon being
studied.

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Instrumentation
Athletic Identity Measurement Scale (AIMS)
The Athletic Identity Measurement Scale (AIMS; Brewer, Van Raalte, & Linder, 1993)
assesses athletic identity, which reflects the extent to which a person identifies with the role of
an athlete. This scale comprises 10 items rated on Likert-type scales ranging from 1 to 7. In the
initial validation study of the AIMS, it showed strong test-retest reliability and internal
consistency. Additionally, the study revealed that AIMS scores could predict psychological
distress following injuries among athletes. (PsycTests Database Record, 2022 APA). Using the 7-
item composite score from the AIMS is suitable for evaluating athletic identity in both males and
females. Each of the seven items is rated on a Likert scale from 1 (Strongly Disagree) to 7 (Strongly
Agree). To calculate the total score, sum all item responses, with possible scores ranging from 7
(minimum) to 49 (maximum). A low score (7-21) indicates a weak athletic identity, meaning that
the individual does not strongly associate with being an athlete. A moderate score (22-35)
suggests that being an athlete is part of their identity but not dominant. A high score (36-49)
suggests a strong athletic identity, where the individual considers being an athlete to their self
concept. Higher scores indicate greater athletic identity while lower score suggests a self-concept
that includes other identities beyond being an athlete.

Achievement Emotions Questionnaire – Revised (AEQ-R)

The Achievement Emotions Questionnaire – Revised (AEQ-R) is designed in a systematic
order where items are presented in three blocks. These blocks correspond to emotional feelings
experienced before, during, and after achievement situations. The last letter within items labels
("B", "D", or "A") indicates this. This format is designed to assist participants in situating their
responses. The AEQ-R includes instructions for assessing achievement emotions in academic
settings, such as attending class, studying, and taking tests and exams. It also provides
information on how to adapt instructions for assessing achievement emotions in nonacademic
settings like work or sports.

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The AEQ-R utilizes a 5-point Likert scale, where 1 corresponds to 'strongly disagree' and
5 to 'strongly agree.' The three blocks of the AEQ-R come with specific instructions: Block A refers
to emotions experienced before starting to work. It asks participants to recall typical situations
of attending class, studying, or taking a test and indicate how they typically feel before these
activities; Block B pertains to feelings experienced during work. Participants are asked to indicate
how they typically feel during class, studying, or taking a test; Block C refers to feelings
experienced after work. Participants are asked to indicate how they typically feel after class,
studying, or taking a test. The AEQ-R can be adapted to assess emotions in various domains such
as education, work, and sports. The standard instructions apply to educational contexts. For
other contexts, the instructions can be modified to fit the specific achievement setting. Certain
items in the instrument that refer to emotions "in this course" can be omitted or replaced with
alternative terms when the scales are used to assess achievement emotions in other domains.

Academic Resilience Scale (ARS-30)

The Academic Resilience Scale (ARS-30) aims to develop a context-specific construct
measure of academic resilience based on student responses to academic adversity. The scale
items represent positively and negatively phrased cognitive-affective and behavioral responses
to adversity, informed by literature on psychological resilience, academic resilience, self-
regulated learning, and self-efficacy. Items were designed following good questionnaires and
self-efficacy. Participants rate their responses on a 5-point Likert scale from likely (1) to unlikely
(5) after reading a vignette depicting academic adversity. The vignette describes a student
receiving a failing mark on an assignment, with critical feedback and a desire to improve due to
career goals and family expectations. Participants imagine themselves in the student's position.
Positively phrased items are reverse-scored so that a higher ARS-30 score indicates greater
academic resilience. The total score is the sum of responses to all 30 items, with a theoretical
range of 30–150. The scale and vignette were piloted with undergraduate students, and no

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revisions were needed. To assess discriminant validity, an alternative vignette was used where
participants rated how they thought a student represented in the vignette should respond to
adversity. The overall score is determined by summing all the ratings and finding the mean value.

A pilot test of the scale was conducted with a sample of 321 undergraduate students from
a British university, consisting of 56 male and 264 female participants, with a mean age of 22.4
(SD = 6.4). An exploratory factor analysis (EFA) revealed that the ARS items were most
appropriately categorized into three factors: Perseverance (14 items), Reflection and adaptive
help-seeking (9 items), and Negative affect and emotional response (7 items).

The scoring for Academic Resilience (ARS-30) is as follows: First, reverse-score the
following items: 2, 4, 8, 9, 10, 11, 13, 16, 17, 18, 20, 21, 22, 23, 24, 25, 26, 27, 29, 30. For example,
a score of 5 becomes 1, 2 becomes 4, and so on. Second, calculate the total score by summing
the scores for all 30 items after completing the reverse-scoring. Finally, calculate factor scores by
summing item scores according to the following factors: Factor 1 (Perseverance): 1, 2, 3, 4, 5, 8,
9, 10, 11, 13, 15, 16, 17, 30. Factor 2 (Reflecting and adaptive help-seeking): 18, 20, 21, 22, 24,
25, 26, 27, 29. Factor 3 (Negative affect and emotional response): 6, 7, 12, 14, 19, 23, 28. Ensure
that the reverse-scoring is completed before calculating the factor scores.

Life Orientation Test - Revised (LOT-R)

The LOT-R, a revised version of the original LOT, was developed by Scheier and Carver in
1992. The original LOT consisted of 12 items, with 4 worded positively, 4 worded negatively, and
4 filler items. The Revised Life Orientation Test (LOT-R), introduced by Scheier, Carver, and
Bridges in 1994, is a shorter 10-item version of the LOT designed to measure individual
differences in optimism and pessimism. To streamline the test, 4 filler items were included, and
scores and analyses are based on items 1, 2, 4-6, 8, and 10. Participants respond to each item on
a 5-point scale ranging from 0 (strongly disagree) to 4 (strongly agree).

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In scoring the Life Orientation Test - Revised (LOT-R), items 3, 7, and 9 are reverse-scored
or scored separately to measure pessimism. Items 2, 5, 6, and 8 are considered fillers and are not
included in the scoring. The scoring is continuous, without a specific threshold for defining
someone as an optimist or pessimist.

Research Locale
The research study took place in the Philippines, with a focus on three specific cities:
Manila, Quezon City, and Mandaluyong City. Participants enlisted in the survey were requested
to furnish their responses within the confines of university campuses and barangay communities
situated in the aforementioned cities. The selection of these particular locations was based on a
careful consideration of various factors, such as accessibility, diversity of respondents, and
availability of resources and respondents. The study intended to gather reliable and insightful
data, with the aim of contributing to a more thorough understanding of the issues under
investigation.

Sampling Technique
The study used a statistical method called proportionate stratified sampling. It involves
dividing the population into distinct subgroups or strata, and then selecting participants
randomly from each stratum in such a way that the proportions within the sample match those
found in the population (Gravetter & Forzano, 2019). It divides the population into smaller
groups, or strata, based on characteristics like age, geographic location, or occupation. In this
study, the population comprises athletes and non-athletes. To ensure that the sample represents
the entire population, the researchers categorized them into strata based on relevant criteria like
schools, sports clubs, or geographical regions. This approach can help ensure that each selected
stratum contains a mix of athletes and non-athletes. By randomly selecting entire strata for

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analysis, the study can reduce the potential for selection bias and increase the accuracy of the
estimates obtained.

Data Gathering Procedure

The researchers utilized a quantitative design. The researchers will seek the authors’
permission for the various measurement scales to be used in this study. Once approval is
obtained, a formal letter will be written to request permission from the respective barangays and
universities to conduct the data gathering. A total of four questionnaires and measurement
scales will be distributed to the respondents: the Athletic Identity Measurement Scale, the
Achievement Emotions Questionnaire - Revised, the Academic Resilience Scale, and the Life
Orientation Test. Subsequently, the researchers will prepare and validate the tools with input
from three professionals, followed by panel evaluation, discussion, and revisions of the paper.
After revisions, approval will be sought from the Ethics Committee to conduct data collection.
Intent and informed consent letters will be provided to organizations and participants
respectively, before proceeding with data gathering. Participants will be selected using stratified
sampling, ensuring representation of both student-athletes and sports enthusiasts. Respondents
will be given time to answer the questionnaires, after which the results will be tabulated. Finally,
The data will then be analyzed and interpreted using the most appropriate statistical procedures.

Ethical Considerations
A number of ethical factors will be taken into account when comparing non-athlete and
athlete students in studies on the development of athletic identity, achievement emotion,
academic resilience, and life success:

Voluntary Participation. Participants must be made aware that they have the absolute
right to decline participation in the study without encountering any fear of repercussions or
retaliation. They should understand that their decision to refuse participation will not result in

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any negative consequences or punishment. It is crucial to emphasize that their choice to

withdraw from the study will be respected, and they will not face any form of pressure or
coercion to continue. By ensuring this understanding, participants can feel confident that their
autonomy and well-being are respected, promoting trust and integrity in the research process.

Informed Consent. This will guarantee that all participants—student-athletes and sports
enthusiasts alike—understand the explicit explanation of the goals, methods, possible dangers,
and advantages of the research. In addition, it enables the participant to decide with knowledge
whether or not to participate in the study.

Privacy and Confidentiality. This ensures that the responses and the participant’s
personal data are kept confidential. This will observe the participant’s right to privacy and refrain
from using or disclosing their personal data without authorization. This will make sure that the
data handling and storage practices adhere to the applicable privacy laws.

No Harm. No harm will be done as the researchers will take precautions to reduce the
possibility of the participants being subjected to bodily, psychological, or emotional harm. This
involves making sure that the participants in the study do not have excessive stress or pressure,
and that the survey questions are not bothersome or invasive.

The researchers will carry out this study with honesty, respect for participants’ rights, and
a dedication to advancing everyone’s well-being by taking these ethical considerations into
account.

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Statistical Treatment of Data

The students’ responses to the questionnaires and measurement scales were statistically
analyzed with the gathered data required for the study. The students was also be statistically
analyzed by descriptive statistics such as frequency count, mean, and percentage.

To know if there is a significant relationship between the dependent and independent

variables, the study utilized multivariate analysis with a 0.05 level of significance. After the data
is collected, the researchers encoded the content. The data was processed, assessed, and
analyzed using statistical software like Jamovi and Microsoft Excel. The data will be analyzed by
a qualified statistician. The study employed the following statistical techniques and tools:

1. Mean (Arithmetic Average) - This indicates that the values in a particular data collection
are distributed equally.

The formula is: Add up all the values in the data set and divide by the total number of
values.

2. MANOVA - This evaluates whether various levels of independent variables, either alone
or in combination, have a significant effect on the dependent variables being studied.
The formula is: Y=XB+E
Where:
Y: matrix of dependent variables
X: matrix of independent variables (including the intercept term)
B: matrix of regression coefficients (to be estimated)
E: matrix of errors (residuals)

3. ANOVA - This assesses differences in variances across the averages of multiple groups.

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The formula is: F = MST/MSE

Where:
F: ANOVA coefficient
MST: SST/ p-1
MSE: SSE/N-p

4. Post Hoc Test – Scheffe’s Test - This is utilized to identify which group means differ
significantly from one another.

The formula is:

Where:
(k – 1) = is the between samples degrees of freedom. For this set of data, that’s 3 (4 – 1 =
3).
f , 1 * n − k k − ; α = the f-value (from ANOVA). For this set of data, the f-value is 3.24.
MSE = mean square error (from ANOVA).

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CHAPTER 4
PRESENTATION, INTERPRETATION, AND ANALYSIS OF DATA

In this chapter, the researcher presented the results, the analysis and interpretation of
the data gathered from the answers provided of Student Athletes and Sport Enthusiasts. The
analysis explored the difference between the achievement emotion, academic resilience, and life
success of athletes and sports enthusiasts by using Multivariate Analysis of Variance (MANOVA)
and Analysis of Variance (ANOVA). The gathered data were interpreted and supported by related
literature and studies. The said data are presented in tabular form in accordance with specific
questions posted in the statement of the problem.

The following Table is used to present and discuss the data that has been collected to
and treated to answer the statement of the problem of the study.

Question 1. What is the profile of the athlete-students and sports enthusiasts in terms of:
1.1 Age;
1.2 Sex; and
1.3 Sport Classification.

Table 1.
Percentage and Frequency distribution of University Athletes and Sports Enthusiast from
Mandaluyong, Manila, and Quezon City according to age.

Frequencies of Age

Athletes

Age Count % of Total

18 – 20 74 42.52%

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21 – 23 95 54.59%

24 – 25 5 2.85%

Total 174 100%

Sports Enthusiasts

Age Count % of Total

18 – 20 35 20.23%

21 – 23 91 52.60%

24- 25 35 20.23%

Total 173 100%

Table 1 presents the age distribution of respondents categorized as either athletes or

sports enthusiasts. Among the athletes, a significant portion falls within the 18 to 23 age range,
with 42.52% aged 18 to 20 and 54.59% aged 21 to 23. This indicates that the majority of athletes
in this study are relatively young, with only a small fraction (3.89%) in age groups outside of this
range.

In contrast, sports enthusiasts show a more balanced distribution across the age groups.
52.60% of this group are within the 21 to 23 age range, making it the largest age group among
enthusiasts. However, there is a notable representation of younger and older individuals within
this category as well, with 20.23% in the 18 to 20 age range and an equal 20.23%in the 24 to 25
age range. This spread suggests that sports enthusiasts are present across a broader age range
than the athletes, who are more concentrated within a narrower, younger age band.

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There are two collegiate tournaments in the Philippines, namely; National Collegiate
Athletic Association (NCAA) and University Athletic Association of the Philippines (UAAP) both
has the same age guidelines, the athletic association allows an athlete to compete if they are 18
years old to 25 years old (Carandang, 2024). While, there are many age bracket in local
community league, the researcher opted to measure the same age bracket as the athlete to
ensure accurate differentiation of measured qualities.

Table 2.
Percentage and Frequency Distribution of Athletes and Sports Enthusiast from
Mandaluyong, Manila, and Quezon City According to Sex.

Frequencies of Sex

Athletes

Sex Count % of Total

Female 73 42.0%

Male 101 58.0%

Total 174 100%

Sports Enthusiasts

Sex Count % of Total

Female 85 49.1%

Male 88 50.9%

Total 173 100%

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Table 2 shows the distribution of respondents' sex across two groups: athletes and sports
enthusiasts. Among athletes, the majority are male, with a total of 101 male respondents
compared to 73 female respondents. This suggests a male-dominant trend within the athlete
group in this study.

On the other hand, the sports enthusiast group has a more balanced distribution, though
males still slightly outnumber females. There are 88 male sports enthusiasts compared to 85
female sports enthusiasts. This closer proportion between male and female sports enthusiasts’
contrasts with the more pronounced male representation observed in the athlete group. Overall,
the data indicates a higher proportion of male participants in both groups, but the gender gap is
more prominent among athletes, where male respondents outnumber females by a notable
margin. In comparison, the sports enthusiast group reflects a more even distribution between
the sexes.

While studies about sex difference are limited, the data shows that collegiate sports and
local competitions are still dominated by male. The Philippine Sports Commission (2021) declared
that there are 1,422 national Athletes. In 2022, when Mandaluyong City initiated a city wide
league, they had 813 participants consisting of 339 basketball players, 262 men’s volleyball
players, and 212 women’s volleyball players across the 24 barangays in Mandaluyong City.

Table 3.
Frequency and Percentage distribution of Athletes and Sports Enthusiast from Mandaluyong,
Manila, and Quezon City according to Sports Classification.

Frequencies of Sports

Athletes

Sport Count % of Total

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Women’s Basketball 41 23.62%

Men’s Basketball 28 16.09%

Women’s Volleyball 32 18.39%

Men’s Volleyball 73 41.95%

Total 174 100%

Sports Enthusiasts

Sport Count % of Total

Women’s Basketball 23 13.35

Women’s Volleyball 60 34.7%

Men’s Basketball 70 40.5%

Men’s Volleyball 20 11.6%

Total 173 100%

Table 3 presents the classification of sports among student athletes and sports
enthusiasts, showing the distribution of respondents by specific sports.

Among student athletes, Men’s Basketball has 28 participants, while Women’s Basketball
has a higher number with 41 participants. In volleyball, there’s a notable concentration in Men’s
Volleyball, with 73 participants, compared to 32 participants in Women’s Volleyball. In contrast,
among sports enthusiasts, the distribution varies. Men’s Basketball attracts 70 respondents,
making it the most popular sport in this group. Women’s Basketball follows, with 23 respondents

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indicating interest. In volleyball, 60 sports enthusiasts participate, without a specified split by sex,
suggesting a broader appeal for volleyball among sports enthusiasts. Meanwhile, Men’s
Volleyball has a smaller following with 20 respondents.

The data shows that even though basketball is previously dominated by males, it shows
that sports had developed throughout by giving the same opportunity to females who grew up
loving basketball. The data also showed that most male respondents play volleyball, breaking
stereotypes in the sporting world (Kane, et.al., 2013; LaVoi, et.al., 2019).

Question 2: What is the level of assessment of student-athletes and sports enthusiasts in

terms of the following variables:

2.1. Athletic Identity;

2.2. Achievement Emotion;
2.3. Academic Resilience; and
2.4. Life Success.

Table 4.
Levels of Athletic Identity of Athletes and Sports Enthusiast.

Athletic Identity

Range Athletes Sports Enthusiast

Frequency Percentage Frequency Percentage

Low (18-42) 17 9.77% 24 13.87%

Moderate (43-66) 26 14.94% 48 27.75%

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High (67-90) 131 75.29% 101 58.38%

TOTAL 174 100.00% 173 100.00%

The levels of athletic identity, achievement emotion, academic resilience, and life success
between student-athletes and sports enthusiasts were assessed and categorized into low,
moderate, and high ranges.

For athletic identity, a substantial majority of student-athletes (75.29%) fall within the
high range (67-90), reflecting a strong identification with their athletic role. In contrast, a slightly
lower percentage of sports enthusiasts (58.38%) fall within the high range, with a larger
proportion (27.75%) in the moderate range (43-66) compared to student-athletes (14.94%). This
suggests that while both groups show a relatively strong athletic identity, student-athletes are
more likely to have a higher level of athletic identity than sports enthusiasts.

The data shows that both athletes and sports enthusiasts have a sense of athletic identity,
however, the opportunity comes easier to the athletes because of the systematic training and
support system, Christino (2021) found out that players who dedicated themselves in their earlier
years developed stronger athletic identity. While the data shows a little difference between
athletes and sports enthusiast athletic identity, Newton et.al. (2020) stated that for some
athletes, athletic identity is crucial and a core personality.

Table 5.
Levels of Achievement Emotion of Athletes and Sports Enthusiast.

Achievement Emotion
Range
Athletes Sports Enthusiast

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Frequency Percentage Frequency Percentage

Low (0-63) 10 5.75% 11 6.36%

Moderate (64-126) 120 68.97% 141 81.50%

High (127-190) 44 25.29% 21 12.14%

TOTAL 174 100.00% 173 100.00%

In terms of achievement emotion, the majority of both student-athletes (68.97%) and

sports enthusiasts (81.50%) fall within the moderate range (64-126). However, a greater
proportion of student-athletes (25.29%) falls within the high range (127-190) compared to sports
enthusiasts (12.14%), indicating that student-athletes tend to experience stronger emotions
related to their achievements. This difference suggests that competitive environments may
heighten emotional responses tied to success among student-athletes.

Both Athletes and SE are moderate in Achievement Emotion, indicating that success and
failure moderately affects their mood, but according to Turnquest et al. (2023), other emotions,
like joy and general worry, also play a significant role in how well students do. For instance, if
athletes and enthusiasts feel that they are achieving full athletic potential, they will feel more joy
and sense of accomplishment and will perform better in the upcoming games. Additionally,
according to Behrens et al. (2019), students who perform well in challenging simulations
experience a reduction in negative academic feelings like fear and an increase in positive ones
like pride and satisfaction.

Table 6.
Levels of Academic Resilience of Athletes and Sports Enthusiast.

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Academic Resilience

Range Athletes Sports Enthusiast

Frequency Percentage Frequency Percentage

Low (0-24) 17 9.77% 13 7.51%

Moderate (25-48) 137 78.74% 46 26.59%

High (49-72) 20 11.49% 114 65.90%

TOTAL 174 100.00% 173 100.00%

For academic resilience, the data reveals a clear contrast between the two groups. While
most student-athletes (78.74%) are in the moderate range (25-48) for academic resilience, the
majority of sports enthusiasts (65.90%) are in the high range (49-72). This indicates that sports
enthusiasts report a higher level of resilience in academic settings compared to student-athletes,
potentially due to a stronger focus on academics without the balancing demands of athletic
commitments.

The levels of academic resilience of Athletes and sports enthusiasts differs from one
another significantly. Athletes have moderate academic resilience, while sports enthusiasts have
high academic resilience. Academic resilience was defined as the ability to effectively adjust to
challenging academic challenges. Athletes, due to time constraint and multiple commitments in
the same hour may result in moderate to high academic resilience. Bittman (2021) strengthened
the idea and stated that resilience has a close relationship with an increased drive for
achievement, better academic achievement, a lower chance of thinking about quitting, and a
general sense of life satisfaction.

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Table 7.
Levels of Life Success of Athletes and Sports Enthusiast.

Life Success

Range Athletes Sports Enthusiast

Frequency Percentage Frequency Percentage

Low (0-24) 7 4.02% 2 1.16%

Moderate (25-48) 67 38.51% 10 5.78%

High (49-72) 100 57.47% 161 93.06%

TOTAL 174 100.00% 173 100.00%

Finally, in life success, 57.47% of student-athletes fall within the high range (49-72),
indicating a high perception of life success, although this figure is notably lower than that of
sports enthusiasts, where 93.06% report high life success. This suggests that sports enthusiasts
tend to perceive themselves as more successful in life compared to student-athletes, potentially
because they focus on a broader set of life goals beyond athletics.

Due to the sense of accomplishment and purpose that comes from playing sports,
athletes and sports fans frequently have high levels of life satisfaction. They feel more fulfilled as
a result of this engagement, which aids in their achievement of important milestones. According
to Jackson (2023), defining one's own definition of success is essential to coordinating one's
actions with one's interests and basic beliefs. Understanding one's own definition of success
enables people to set priorities wisely, reduce outside distractions, and concentrate on important
objectives, all of which contribute to greater happiness and well-being. They are better equipped
to pursue their goals in life with more tenacity and conviction because of this clear viewpoint.

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Question 3. Is there a significant difference between student-athletes and sports enthusiasts

in athletic identity, achievement emotion, academic resilience, and life success?

Table 8.
Multivariate Analysis of Variance (MANOVA) of the athletic identity, achievement emotion,
academic resilience, and life success between student athletes and sports enthusiasts.
df Approx. F TracePillai p-value Significance Null
Hypothesis
(intercept) 1 3218.798 0.974 < 0.001 Significant Reject

Athlete/Enthusiast 1 200.546 1 < 0.001 Significant Reject

Residuals 345

The Multivariate Analysis of Variance (MANOVA) presented in Table 2 assesses whether

these observed differences between student athletes and sports enthusiasts across the four
dependent variables are statistically significant. The results indicate that there is a significant
multivariate effect of athletic status on the combined dependent variables as seen in Table 2 (p
< 0.001).

The Pillai’s Trace indicates that a substantial proportion of the variance in the dependent
variables is explained by the athletic status. Results suggest that around 70% of the variance in
the combined variables can be attributed to differences in athletic status. This means that athletic
status plays a significant role in shaping how individuals score on athletic identity, achievement
emotion, academic resilience, and life success. suggest that athletic status significantly impacts
how individuals identify with athletics, their emotional experiences related to achievement, their
resilience in academic settings, and their overall sense of life success. For student-athletes, their

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heightened athletic identity and more intense achievement emotions might stem from their daily
involvement and investment in competitive sports, where their identity and success are closely
tied to athletic performance. In contrast, sports enthusiasts, who may engage in sports less
competitively, seem to experience greater academic resilience and a broader sense of life
success, possibly due to fewer competing demands between academics and athletics.

The ability of students to overcome obstacles in the classroom. Self-regulated learners

use productive study techniques and internal motivation to achieve learning objectives by
activating and maintaining cognitive, emotional, and behavioral processes (Abar, Carter &
Winsler, 2020). It's interesting to note that players may not be as resilient academically as sports
fans who participate in sports free from the demands of organized competition. This is due to
the fact that athletes frequently strike a balance between their love of sports and their academic
obligations, which helps them develop coping skills and emotional control that are useful in the
classroom. According to Uygur and Asici (2023), academic resilience is significantly predicted by
emotional self-efficacy, indicating that those who successfully control their emotions are more
likely to succeed academically.

TABLE 9.
Analysis of Variance of each dependent variable between student athletes and sports
enthusiasts.
df F p-value Significance
Athletic Identity 1 32.018 < 0.001 Significant
Achievement Emotion 1 10.151 < 0.001 Significant
Academic Resilience 1 64.738 0.002 Significant
Life Success 1 424.217 < 0.001 Significant

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The significant multivariate effect is further supported by the ANOVA results in Table 3,
which provide a breakdown of the effects of athletic status on each dependent variable
individually. For athletic identity, the F-value of 32.018 (p < 0.001) confirms that student-athletes
have significantly higher athletic identity than sports enthusiasts. The ANOVA for achievement
emotion also reveals a significant difference between the two groups (F = 10.151, p < 0.001), with
student-athletes experiencing stronger achievement-related emotions. For academic resilience,
the results indicate a significant difference (F = 64.738, p = 0.002), with sports enthusiasts
demonstrating higher resilience compared to student-athletes. Lastly, life success shows the
most substantial difference (F = 424.217, p < 0.001), where sports enthusiasts report significantly
greater life success compared to student-athletes.

In summary, the results of the MANOVA and supporting ANOVAs reveal that there are
significant differences between student-athletes and sports enthusiasts across all four variables.
Athletic status has a profound effect on athletic identity, achievement emotion, academic
resilience, and life success, with student-athletes showing stronger athletic identity and
achievement emotion, while sports enthusiasts demonstrate higher academic resilience and life
success. These findings provide important insights into how athletic involvement shapes identity,
emotions, resilience, and perceptions of success in both athletes and non-athletes.

Distinct psychological and motivational dynamics are reflected in the distinctions

between student athletes and sports lovers in terms of athletic identity, academic resilience, life
success, and achievement feeling. Student athletes frequently prioritize their sport over
academics and tend to build a stronger athletic identity, which can affect their resilience in both
academic and athletic contexts (Fuller, 2014; Yukhymenko-Lescroart, 2018). According to
Guidotti et al. (2015), having a strong athletic identity might encourage higher emotional
commitment and success in sports, but it can also make it difficult to balance academic
performance, especially when athletic success takes precedence over academic objectives.

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Sports fans, on the other hand, are typically less committed in athletic identity and do not
experience the same level of pressure to succeed in both areas, despite their continued passion
for sports. Sports enthusiasts, on the other hand, do not feel as much pressure to succeed in both
areas and are typically less committed in athletic identity, but still having a passion for sports.
They can concentrate on academic success without the competing pressures of high sports
aspirations, which may strengthen their academic resilience (Stambulova & Wylleman, 2019).
Additionally, sports enthusiasts may feel more acute achievement feelings in contexts of
academic or personal improvement, but student athletes—especially those with a strong athletic
identity—may feel more intense emotions associated to performance in sports (Schmidt et al.,
2019). In comparison to sports enthusiasts, student athletes' dual roles as athletes and students
can provide particular difficulties in establishing academic resilience and managing
accomplishment emotions.

Table 10.

Post Hoc Analysis of Athletic Identity between Athletes and Sports Enthusiasts.

Post Hoc Comparisons - Category

Comparison

Category Category Mean SE df t pscheffe

Difference

Enthusiast Student-Athlete -5.78 1.02 345 -5.66 <.001

Note. Comparisons are based on estimated marginal means

With a standard error of 1.02 and 345 degrees of freedom, the post hoc comparison
between the Sports Enthusiast and Student Athlete groups reveals a statistically significant mean
difference of -5.78. This comparison's t-statistic, which is -5.66, is fairly significant and shows that
the mean difference is significantly outside the range of what would be predicted by chance

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alone. This finding's importance is further supported by a p-value of <.001, which indicates that
the observed difference has a less than 0.1% chance of occurring by chance. This demonstrates
a significant disparity in the results between these two groups.

The Enthusiast group's mean score is lower than that of the Student Athlete group, as
indicated by the negative mean difference. This finding implies that Student Athletes perform
better than Enthusiasts in any metric or attribute that is being compared. This finding is very
credible because of the extremely low p-value, which indicates that Enthusiasts are likely to
regularly score lower on this measure than Student Athletes in the population. Understanding
group differences for focused interventions or additional study analysis may benefit from this
conclusion

Table 11.
Post Hoc analysis of Achievement Emotion between Athletes and Sports Enthusiasts

Post Hoc Comparisons - Category

Comparison

Category Category Mean SE df t pscheffe

Difference

Enthusiast Student Athlete -17.6 5.52 345 -3.19 0.002

Note. Comparisons are based on estimated marginal means

The post hoc analysis shows a standard error (SE) of 5.52 and 345 degrees of freedom,
the post hoc comparison between the Enthusiast and Student Athlete groups shows a significant
mean difference of -17.6. When compared to its variability, the mean difference is significant, as
indicated by the comparison's t-statistic of -3.19. Because the p-value of 0.002 is less than the
traditional cutoff of 0.05, it signifies that the outcome is statistically significant. This implies that

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it is improbable that the observed variation in the two groups' mean scores happened by
accident.

Compared to student athletes, sports enthusiasts appear to have lower levels of

achievement feeling, as indicated by this negative mean difference. It can be said with confidence
that this discovery is not the result of random variation because the p-value is statistically
significant (0.002). This finding raises the possibility of a difference in how these groups view or
feel success, which may have consequences for our comprehension of motivation and affective
reactions in various settings. The reasons why student athletes may continuously display higher
accomplishment emotions than enthusiasts and how this affects their performance or
satisfaction could be the subject of more in-depth investigation.

Table 12.
Post Hoc analysis of Academic Resilience between Athletes and Sports Enthusiasts.

Post Hoc Comparisons - Category

Comparison

Category Category Mean SE df t pscheffe

Difference

Enthusiast Student Athlete 15.9 1.97 345 8.05 <.001

Note. Comparisons are based on estimated marginal means

The post hoc comparison between the Sports Enthusiast and Student Athlete groups
shows a significant mean difference of 15.9 in academic resilience, with a standard error (SE) of
1.97 and 345 degrees of freedom. The t-statistic of 8.05 indicates that the mean difference is
large relative to the variability, suggesting that Student Athletes report significantly higher levels
of academic resilience compared to Enthusiasts. The p-value of <.001 confirms that this result is

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highly significant, meaning there is less than a 0.1% chance that this difference occurred
randomly.

This positive mean difference implies that Student Athletes have a substantially greater
level of academic resilience compared to Sports Enthusiasts. The strong t-statistic and very low
p-value support the reliability of this result. These findings suggest that being a Student Athlete
may be associated with enhanced academic resilience, possibly due to experiences of balancing
both academic and athletic commitments, which could foster stronger coping mechanisms.
Understanding these differences can be useful for educational institutions aiming to promote
resilience-building programs tailored to diverse student groups.

Table 13.
Post Hoc analysis of Life Success between Athletes and Sports Enthusiasts.

Comparison

Post Hoc Comparisons - Category

Category Category Mean SE df t pscheffe

Difference

Enthusiast Student Athlete 14.7 0.712 345 20.6 <.001

Note. Comparisons are based on estimated marginal means

The post hoc comparison between the Sports Enthusiast and Student Athlete groups
reveals a significant mean difference of 14.7 in life success, with a standard error (SE) of 0.712
and 345 degrees of freedom. The t-statistic of 20.6 indicates an exceptionally strong difference,
suggesting that the mean life success score for Student Athletes is substantially higher than that
for Sports Enthusiasts. The p-value of <.001 confirms the significance of this result, implying there
is an extremely low probability that this observed difference is due to chance.

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This positive mean difference suggests that Student Athletes perceive or achieve
markedly greater levels of life success compared to Sports Enthusiasts. The high t-statistic and
very low p-value lend strong support to the reliability of this finding. This could indicate that the
dual pursuit of academics and athletics fosters skills, resilience, and attributes that contribute to
a greater sense of life success. Such insights are valuable for understanding the benefits of
balancing extracurricular activities with academic responsibilities and can inform strategies for
enhancing students' overall development and success.

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CHAPTER 5
SUMMARY, CONCLUSION, AND RECOMMENDATIONS

This chapter discusses the summary of the study, the summary of its findings, conclusion,
and recommendation.

Summary
Student-athletes and sports enthusiasts between the ages of 18 and 25 in Manila, Quezon
City, and Mandaluyong City are the subjects of this study, which compares their athletic
identities, achievement emotions, academic resilience, and life success. By examining these
crucial areas, the study seeks to comprehend how involvement in sports affects academic and
personal development, providing information that may promote academic and life success of
both groups. The study emphasizes how an individual's sports identity influences how they react
to difficulties and encourages actions that are consistent with their roles.

Additionally, life success is evaluated to identify the transferable qualities gained through
sports that benefit various life aspects. Despite limitations such as the specific geographic focus
and sample size, this research provides practical implications for coaches, educators, and
policymakers. The findings could guide the creation of programs and strategies that promote
balanced development, fostering resilience, emotional health, and sustained achievement
among young adults.

In order to compare student-athletes and non-athletes on athletic identity, achievement

emotions, academic resilience, and life success, this study uses a differential research design. To
guarantee a representative sample, data would be gathered in Manila, Quezon City, and
Mandaluyong City using proportionate stratified sampling. Reliability-validated tools include the
Academic Resilience Scale (ARS-30), Achievement Emotions Questionnaire-Revised (AEQ-R),
Athletic Identity Measurement Scale (AIMS), and Life Orientation Test-Revised (LOT-R). Voluntary

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involvement, informed consent, privacy, and reducing potential harm are all ethical factors.
Participants will respond to four standardized questionnaires, and data will be analyzed with the
help of descriptive statistics and multivariate analysis (MANOVA). The Scheffe’s post hoc test will
identify significant group differences. Data processing will be done using Jamovi and Microsoft
Excel, assisted by a professional statistician.

The majority of athletes are between the ages of 18 and 23, although sports fans are more
widely distributed, with a significant proportion in the 24–25 age range. There are more men
than women among players, yet there is a virtually equal distribution of men and women among
sports fans. Men's basketball is the sport in which enthusiasts are most interested, whereas
athletes are more involved in men's volleyball. In terms of athletic identity, athletes are more
likely to have a strong athletic identity than sports fans, who are more evenly distributed
throughout low, moderate, and high levels.

Achievement emotion scores show that athletes experience stronger emotions tied to
their achievements, while enthusiasts are more moderate in their emotional responses.
Academic resilience is notably higher among sports enthusiasts, suggesting they may be more
adaptable in academic settings. Conversely, athletes show a greater sense of athletic identity and
achievement emotion due to their competitive involvement. Life success scores indicate that
sports enthusiasts perceive themselves as more successful in life, likely due to fewer academic-
athletic balance challenges. Multivariate and ANOVA analyses confirm that athletic status
significantly influences all assessed variables, with athletes displaying stronger athletic identity
and achievement emotions, while sports enthusiasts excel in academic resilience and life success.

Summary of Findings
The findings of the study are as follows:
1. The demographic Profile of the Respondents;

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a. Both athletes and sports enthusiasts are mostly between the ages of 21 to 23
years old.
b. Both 101 athletes and 88 sports enthusiasts are Male, while 73 athletes and 85
sports enthusiasts are female.
c. 41 athletes play women’s Basketball, and 28 play Men’s Basketball. While there
are 32 respondents who play Women’s Volleyball, and 73 respondents who play
Men’s Volleyball. Additionally, there are 23 sports enthusiasts that play Women’s
Basketball, and 70 sports enthusiasts play men’s basketball. There are 60 sports
enthusiasts who play women’s volleyball, and 20 enthusiasts who play men’s
volleyball.

2. The levels of Athletic Identity of Athletes are mostly high level with a percentage of 75.29,
and moderate level of 26 respondents (14.94%). While 101 sports enthusiast respondents
scored high, and 48 enthusiasts had moderate athletic identity.
a. 44 or 25.29% of athletes scored high with achievement emotion, while there are
21 or 12.14% sports enthusiasts who have high achievement emotion. 120
athletes have moderate achievement emotions, and 10 or 5.75 has scored low.
Additionally, 141 or 81.50% of sports enthusiasts have moderate achievement
emotion, and 6.36% or 11 has low.
b. Athletes showed moderate academic reliance (137 or 78.74%), while some scored
high academic resilience (20 or 11.49%). Sports Enthusiast shows more academic
resilience than athletes, 114 sports enthusiasts have high academic resilience, and
46 (26.59%) is moderate.
c. In Life success, it shows that 100 (57.47%) athletes scored high, while 67 (38.51%)
had moderate life success. While 161 (93.06%) sports enthusiasts also have high
life success, and 10 (5.78%) enthusiasts have moderate.

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3. There is a significant difference between Athletes and Sports Enthusiast’s Athletic

Identity, Achievement emotion, Academic Resilience, and Life Success.

Conclusion
In conclusion, this study provides valuable insights into the distinct psychological and
academic profiles of student-athletes and sports enthusiasts. While both groups demonstrate
significant strengths, student-athletes exhibit a stronger athletic identity and more intense
achievement emotions, which are likely influenced by their competitive athletic involvement.
However, sports enthusiasts show higher levels of academic resilience and a greater sense of life
success, potentially due to fewer competing demands between academics and athletics. The
significant differences in athletic identity, achievement emotions, academic resilience, and life
success between the two groups highlight the diverse ways in which sports involvement impacts
personal growth and well-being. According to these results, young adults' resilience, mental well-
being, and life happiness can only be maximized by encouraging a balance between their athletic
and academic endeavors. In the end, the findings can guide the creation of focused interventions
and support plans for both student-athletes and sports fans, encouraging holistic growth and
sustained achievement and sports enthusiasts, promoting well-rounded development and long-
term success.

RECOMMENDATION
Based on the findings of the study, the researchers would like to recommend the
following;

For Student-Athletes. Reflective methods can help student-athletes better understand

their academic resilience and athletic identity. Athletes can navigate academic and athletic
problems with the help of mental health and wellness programs designed to improve self-
awareness and emotional regulation. This will improve their overall performance and well-being.

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For Sports Enthusiast. Sports enthusiasts should be able to identify the transferable
skills—like self-control, cooperation, and resilience—that come from playing sports by using the
tools provided by educational and athletic institutions. Programs that emphasize these abilities
can support their academic achievement and personal growth while empowering students to
make well-informed choices regarding their educational and professional trajectories.

For Coaches and Trainers. Coaches should adopt holistic training approaches that
emphasize not only athletic performance but also emotional well-being and academic resilience.
To produce well-rounded athletes who can succeed on and off the field, training programs should
include conversations on mental health, achievement emotions, and striking a balance between
academics and athletics.

For Educational Institutions. Schools should consider incorporating findings from this
study into their curriculum and student support services. By tailoring educational programs to
the needs of both athletes and non-athletes, schools can foster an environment that supports
academic success, personal growth, and resilience, benefiting all students.

For Communities. Communities should develop more inclusive programs that encourage
participation in sports, not just for the development of athletes but also for the improvement of
social cohesion, life skills, and general well-being. Programs that highlight how sports may
improve resilience and mental health can help people grow as individuals and build better
community bonds.

For Future Researchers. This study serves as a foundation for future research into the
intersections between sports participation, identity development, emotional regulation, and
academic success. Future studies could expand to include diverse populations, other regions, or
longitudinal research to further explore the long-term impacts of sports involvement on life

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success and personal development and could also provide a program wherein it will address the
findings of this study.

By encouraging a more balanced approach to education and personal development and

taking into account the wider advantages of sports participation for people and communities,
these recommendations seek to maximize the development of student-athletes and sports
enthusiasts.

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https://doi.org/10.3389/fpsyg.2023.1236070

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APPENDICES

Tools

Athletic Identity Measurement Scale

Please select the number that best reflects the extent to which you agree or disagree with each
statement regarding your sport participation.

1 2 3 4 5 6 7

Strongly
disagree Strongly agree

1. I consider myself an athlete.

2. I have many goals related to sport.

3. Most of my friends are athletes.

4. Sport is the most important part of my life.

5. I spend more time thinking about sport than anything else.

6. I feel bad about myself when I do poorly in sport.

7. I would be very depressed if I were injured and could not

compete in sport.

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Panuto: Mangyaring piliin ang bilang ng pinakamabisang sumasalamin sa antas ng pagsang-

ayon o hindi pagsang-ayon mo sa bawat pahayag tungkol sa iyong partisipasyon mo sa isports.

1 2 3 4 5 6 7

Labis na Hindi
Sumasang- Labis na
ayon Sumasang-ayon

1. Kinukunsidera ko ang aking sarili bilang isang atleta.

2. Marami akong mithiin na may kaugnayan sa isport.
3. Karamihan sa aking mga kaibigan ay mga atleta.
4. Ang isport ang pinakamahalagang bahagi ng aking buhay.
5. Mas maraming oras akong ginugol sa pag-iisip tungkol sa isport kaysa sa
anumang bagay.
6. Naiinis ako sa aking sarili kapag hindi maganda ang resulta sa isport.

7. Labis akong mawawalan ng pag-asa kapag ako ay nasugatan

at hindi na makakalahok pa sa isport.

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Achievement Emotions Questionnaire-Revised (AEQ-R)

A. Before Starting to Work
Attending classes, studying, and taking tests and exams at university can induce different
feelings. This part of the questionnaire refers to emotions you may experience BEFORE being
in class, studying, or taking a test in this course. Prior to answering the questions on the
following pages, please recall some typical situations of attending class, studying, or taking a
test you have experienced in this course. Please read each item carefully and indicate how you
typically feel before attending class, studying, or taking a test in this course.

Strongly Strongly
Disagree A
2 3 4
1 gre
1. I get excited about doing my work.
2. I look forward to doing my assignments.
3. Before starting to work, I am eager to get going.
4. I get tense when I start to work.
5. Before difficult tasks in this course I feel nervous and uneasy.
6. I worry my assignments might be too difficult.
7. I worry I might fail at my assignments in this course.
8. When I think about my work, I feel queasy.
9. Before difficult tasks I feel sick to my stomach.
10. I am full of hope that I will excel in this course.
11. I am hopeful that I will perform well in this course.
12. I have great hope that my abilities will be sufficient.
13. I get angry when I have to do my work.
14. I get angry about the amount of work I need to do in this course.
15. I feel relaxed because I know I will be successful.
16. The thought of succeeding makes me feel relaxed.
17. I feel relaxed because I know I will succeed even if it gets difficult.

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18. I feel relaxed because I anticipate mastering the demands of this course.
19. I feel hopeless.
20. Even before starting to work, I am resigned to the fact that I won’t understand the
material.
21. I have lost all hope in understanding my assignments.
22. My hopelessness steals of all my energy.

B. During Work
The following questions pertain to feelings you may experience DURING class, studying, or
taking a test. Please indicate how you typically feel during class, studying, or taking a test in this
course.
Strongly Strongly
Disagree A
2 3 4
1 gre

1. I enjoy doing my assignments.

2. Difficult tasks in this course are a challenge that I enjoy.
3 I enjoy the challenges in my work.
4. I enjoy working so much that I get invigorated.
5. When my work is going well, it gives me a rush.
6 I have given up hope.
7 I start to think that no matter how hard I try I won’t succeed.
8. I’m discouraged about the fact that I’ll never master the material.
9. I’m resigned to the fact that I haven’t got the ability.
10. I feel so hopeless that I have no energy left.
11. Doing my work makes me irritated.
12. I get quite annoyed when doing my assignments.
13. When thinking about all my useless assignments in this course, I get aggravated.
14. Because I’m angry, I get restless at work in this course.
15. When working for an extended period of time, my irritation makes me restless.

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16. I get so angry, I start feeling hot and flushed.

17. I feel relaxed when doing my work.
18. I feel calm when working on my assignments.
19. During my work in this course I feel laid-back.
20. I feel relaxed when working on difficult tasks.
21. I feel at ease doing my work in this course.
22. I get tense during my work.
23. I feel nervous during difficult tasks.
24. I worry I might not be able to complete all my work.
25. I worry I might fail.
26. I feel panicky when a task gets difficult in this course.

27. Worry about not completing my assignments makes me sweat.

28. I sense a feeling of hope that I will be successful.
29. I get bored.
30. This course bores me to death.
31. Because I get bored, my mind begins to wander.
32. While working, it seems like this task will never be over.
33. My assignments are so boring that I find myself daydreaming.
34. I get so bored, I have problems staying alert.
35. I start yawning because I’m so bored.
36. The work in this course bores me so much that I feel exhausted.

C. After Work
The following questions pertain to feelings you may experience AFTER class, studying, or taking
a test. Please indicate how you typically feel after class, studying, or taking a test in this course.
Strongly Strongly
Disagree A
2 3 4
1 gre

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1. I am proud of myself.
2. I’m proud of my competence.
3. To think about my success makes me feel proud.
4. I’m proud of how well I mastered my assignments.
5. I’m proud of my accomplishments.
6. I am bursting with pride because I have done well.
7. I am disappointed about my lack of accomplishments.
8. I feel disappointed that I did not succeed.
9. I am disappointed that I did not perform well.
10. I feel disappointed about my lack of ability.
11. I feel relieved when I learn I have not done poorly.
12. I feel relief because I succeeded on my assignments.
13. When I have been able to complete difficult work in this course, I feel freed.
14. When I succeed on a difficult task, the tension in my stomach goes away.

15. After successful task completion, I can finally breathe easily again.
16. My poor performance embarrasses me.
17. I feel ashamed because I am not as competent as others.
18. I feel ashamed that I can’t absorb the simplest of details.
19. I feel ashamed because I realize that I lack ability.
20. Because I am ashamed my pulse races.
21. When others find out about my poor performance I start to blush.

A. Bago Magsimula sa Trabaho

Ang pagdalo sa klase, pag-aaral, at pagsusulit sa pamantasan ay maaring magdulot ng iba’t-

ibang damdamin. Ang bahaging ito ng talatanungan ay tumutukoy sa emosyon na iyong
nararanasan sa klase, pag-aaral o pagkukuha ng pagsusulit sa kurso. Bago sagutan ang mga
tanong sa mga sumusunod na pahina, maaring alalahanin ang mga tipikal na sitwasyon sa

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pagdalo sa klase, pag-aaral, o pagkukuha ng pagsusulit na iyong nararanasan sa kursong ito.

Basahin nang mabuti ang bawat aytem at tukuyin kung ano ang nararamdaman mo bago
dumalo ng klase, mag-aral, at kumuha ng pagsusulit.

Lubos na Lubos na
Hindi Sumasang- Sumasang-ayon
ayon 2 3 4 5
1
1. Nasasabik ako sa paggawa ng aking trabaho.
2. Inaasahan ko ang pagsagot ng aking mga takdang-aralin.
3. Bago magsimula ang trabaho, ako ay nasasabik na magsimula na.
4. Kinakabahan na ako kapag nagsisimula akong magtrabaho.
5. Bago simulan ang mga mahihirap na gawain sa kurso na ito, ako ay kinakabahan at hindi
mapakali.
6. Nag-aalala ako na baka masyadong mahirap ang mga takdang-aralin ko.
7. Nag-aalala ako na baka bumagsak ako sa aking mga takdang-aralin sa kurso.
8. Kapag iniisip ko ang aking trabaho, nakakaramdam ako ng pagka-irita.
9. Bago simulan ang mga mahihirap na gawain, sumasakit ang aking tiyan.
10. Punong-puno ako ng pag-asa na magtatagumpay ako sa kurso na ito.
11. Inaasahan ko na magiging maganda ang aking mga gawain sa kursong ito.
12. Malaki ang aking pag-asa na sapat ang aking kakayahan.
13. Nagagalit ako kapag kailangan kong gawin ang aking trabaho.
14. Nagagalit ako sa dami ng trabahong kailangan kong tapusin sa kursong ito.
15. Nararamdaman kong relaks ako dahil alam kong magtatagumcpay ako.
16. Ang pag-iisip na magtatagumpay ako ay nakakapag-kalma sa akin.
17. Kalmado ang aking pakiramdam dahil alam kong magtatagumpay ako kahit mahirap.
18. Kalmado pakiramdam ko dahil inaasahan makakasanayan ko ang mga pangangailangan sa
kursong ito.
19. Nararamdaman kong wala akong pag-asa.

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20. Kahit bago pa magsimula sa trabaho, tinatanggap ko na ang katotonhanan na wala akong
mauunawaan sa mga gawain.
21. Nawalan na ako ng pag-asa sa pag-unawa sa aking mga takdang-aralin.
22. Ninanakaw ng aking kawalan ng pag-asa ang lahat ng aking lakas o enerhiya.

B. Habang Nagtatrabaho

Ang mga sumusunod na tanong ay nauugnay sa iyong damdamin na nararanasan habang nasa
klase, nag-aaral, o nagsusulit. Tukuyin ang iyong nararamdaman habang nasa klase, nag-aaral,
o nagsusulit sa kursong ito.

Lubos na Lubos na
Hindi Sumasang- Sumasang-ayon
ayon 2 3 4 5
1
1. Kinasisiya ko ang paggawa ng aking mga takdang-aralin.
2. Ang mga mahihirap na gawain sa kursong ito ay isang hamon na aking ikinatutuwa.
3. Natutuwa ako sa mga hamon sa aking trabaho.
4. Sobrang natutuwa ako sa pagtatrabaho na ako ay nagiging masigla.
5. Kapag maayos ang aking trabaho, ito ay nagbibigay sa akin ng kasiyahan.
6. Ako ay sumusuko na sa pag-asa.
7. Nagsisimula akong mag-isip na gaanuman ang aking pagsisikap ay hindi ako
magtatagumpay.
8. Ako ay nawawalan ng pag-asa sa katotohanan na hindi ko na matutunan ang mga
materyales.
9. Tanggap ko na ang katotohanan na wala akong abilidad.
10. Ramdam ko ang kawalan ng pag-asa kaya wala na akong natitirang lakas.
11. Ang paggawa ng aking trabaho ay nagpapainis sa akin.
12. Ako ay naiinis kapag ginagawa ko ang aking mga takdang-aralin.Kapag iniisip ko ang lahat
ng aking walang kwentang mga takdang-aralin sa kursong ito, ako ay nagagalit.

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13. Dahil ako’y galit, hindi ako mapakali sa pag-aaral ng aking kurso.
14. Kapag nagtatrabaho sa mahabang panahon, ang aking inis ay nagpaparamdam sa akin ng
kawalang katiwasayan.
15. Ako ay nagagalit nang sobra, kaya ako ay nakararamdam ng init at pamumula.
16. Ako ay kalmado kapag ginagawa ko ang aking trabaho.
17. Kalmado ako kapag ginagawa ang aking mga takdang-aralin.
18. Habang ginagawa ko ang kursong ito, ako ay kalmado lamang.
19. Kalmado ako kapag ginagawa ko ang mahihirap na gawain.
20. Ramdam ko ang katiwasayan sa paggawa ng aking trabaho sa kursong ito.
21. Ako ay hindi mapakali habang ginagawa ang aking trabaho.
22. Kinakabahan ako habang ginagawa ang mahihirap na gawain.
23. Nag-aalala ako na baka hindi ko matapos ang aking trabaho.
24. Nag-aalala ako na baka ako ay bumagsak.
25. Nababahala ako kapag pahirap nang pahirap ang gawain sa kurso.
26. Ang pag-alala sa mga takdang-aralin na hindi ko matapos ay nagpapawis sa akin.
27. Nararamdaman ko na ako’y magiging matagumpay.
28. Naiinip ako.
29. Ang kursong ito ay nakababagot sa akin.
30. Dahil ako’y nababagot, nagsisimulang maglakbay ang aking isipan.
31. Habang nagtatrabaho, mukhang wala nang katapusan ang aking mga ginagawa.
32. Ang aking mga takdang-aralin ay kabagot-bagot kaya’t ako ay naglalakbay-diwa.
33. Ako ay sobrang nababagot, nagkakaroon ako ng problema sa pagiging alerto.
34. Madalas akong humikab dahil sa sobrang pagkabagot.
35. Ang trabaho sa kursong ito ay sobrang nakakababagot sa akin kaya ako ay napapagod.

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C. Pagkatapos ng Trabaho

Ang mga sumusunod na tanong ay nauugnay sa mga damdamin na maaaring iyong maranasan
PAGKATAPOS ng klase, pag-aaral, o pagkuha ng pagsusulit. Mangyaring ipahiwatig kung ano
ang karaniwang nararamdaman mo pagkatapos ng klase, pag-aaral, o pagkuha ng pagsusulit
sa kursong ito.

Lubos na Hindi Lubos na

Sumasang-ayon Sumasang-ayon
1 2 3 4 5

1. Ipinagmamalaki ko ang aking sarili.

2. Ipinagmamalaki ko ang aking kakayahan.
3. Ang pag-iisip sa aking tagumpay ay nagpapadama sa akin ng pagmamalaki.
4. Ipinagmamalaki ko kung gaano ako kahusay sa aking mga takdang-aralin.
5. Ipinagmamalaki ko ang aking mga nakamit sa buhay.
6. Puno ako ng pagmamalaki dahil sa aking magandang nagawa.
7. Nadidismaya ako sa aking kakulangan sa mga nagawa.
8. Nadidismaya ako na hindi ako nagtagumpay.
9. Nadidismaya ako na hindi ako gumawa nang maayos.
10. Nadidismaya ako sa aking kakulangan sa kakayahan.
11. Maginhawa ang aking pakiramdam kapag nalaman kong hindi ako nagkulang sa aking mga
gawain.
12. Maginhawa ang aking pakiramdam dahil nagtagumpay ako sa aking mga takdang-aralin.
13. Kapag nagawa ko ang mahihirap na gawain sa kursong ito, nakararamdam ako ng
kalayaan.
14. Kapag natapos ako sa isang mahirap na gawain, nawawala ang sakit sa aking tiyan.
15. Pagkatapos ng matagumpay na pagtatapos ng gawain, nakakahinga ako nang maluwag.
16. Ang aking mahinang pagsasagawa ng gawain ay nagdudulot ng kahiyaan sa akin.

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17. Nahihiya ako na hindi ako sing-husay ng iba.

18. Nahihiya ako na hindi nauunawaan ang mga simpleng detakye.
19. Nahihiya ako dahil naiisip kong kulang ako sa kakayahan.
20. Dahil sa kahihiyan, bumibilis ang tibok ng aking pulso.
21. Kapag nalaman ng iba ang aking kahinaan, ako’y namumula.

Academic Resilience Scale (ARS-30)

Please read the paragraph in the box below and do your best to imagine that you are
in the situation being described:
You have received your mark for a recent assignment and it is a ‘fail’. The marks for two
other recent assignments were also poorer than you would want as you are aiming to get
as good a degree as you can because you have clear career goals in mind and don’t want
to disappoint your family. The feedback from the tutor for the assignment is quite critical,
including reference to ‘lack of understanding’ and ‘poor writing and expression’, but it also
includes ways that the work could be improved. Similar comments were made by the tutors
who marked your other two assignments.

If you were in the situation described above how do you think you would react?

Read each of the statements below and tick (✔) the box between 1 (strongly agree) and 5
(strongly disagree) that best reflects how much you think each statement describes how you
personally would react.

Please make sure that you give a response to ALL the statements and try to be as sincere and
precise as possible in your answers.

✓
( )
Strongly Strongly

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Disagre
Agree e

1 2 3 4 5

1. I would not accept the tutors’ feedback ❒ ❒ ❒ ❒ ❒

2. I would use the feedback to improve my ❒ ❒ ❒ ❒ ❒

work

3. I would just give up ❒ ❒ ❒ ❒ ❒

4. I would use the situation to motivate myself ❒ ❒ ❒ ❒ ❒

5. I would change my career plans ❒ ❒ ❒ ❒ ❒

6. I would probably get annoyed ❒ ❒ ❒ ❒ ❒

7. I would begin to think my chances of ❒ ❒ ❒ ❒ ❒

success at university were poor

8. I would see the situation as a challenge ❒ ❒ ❒ ❒ ❒

I would do my best to stop thinking

9. negative ❒ ❒ ❒ ❒ ❒
thoughts

10. I would see the situation as temporary ❒ ❒ ❒ ❒ ❒

11. I would work harder ❒ ❒ ❒ ❒ ❒

12. I would probably get depressed ❒ ❒ ❒ ❒ ❒

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13. I would try to think of new solutions ❒ ❒ ❒ ❒ ❒

14. I would be very disappointed ❒ ❒ ❒ ❒ ❒

15. I would blame the tutor ❒ ❒ ❒ ❒ ❒

✓
( )
Strongly Strongly

Disagre
Agree e

1 2 3 4 5

16. I would keep trying ❒ ❒ ❒ ❒ ❒

17. I would not change my long-term goals and ❒ ❒ ❒ ❒ ❒

ambitions

18. I would use my past successes to help ❒ ❒ ❒ ❒ ❒

motivate myself

19. I would begin to think my chances of getting ❒ ❒ ❒ ❒ ❒

the job I want were poor

20. I would start to monitor and evaluate my ❒ ❒ ❒ ❒ ❒

achievements and effort

21. I would seek help from my tutors ❒ ❒ ❒ ❒ ❒

22. I would give myself encouragement ❒ ❒ ❒ ❒ ❒

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23. I would stop myself from panicking ❒ ❒ ❒ ❒ ❒

24. I would try different ways to study ❒ ❒ ❒ ❒ ❒

25. I would set my own goals for achievement ❒ ❒ ❒ ❒ ❒

I would seek encouragement from my

26. family ❒ ❒ ❒ ❒ ❒
and friends

I would try to think more about my

27. strengths ❒ ❒ ❒ ❒ ❒
and weaknesses to help me work better

28. I would feel like everything was ruined and ❒ ❒ ❒ ❒ ❒

was going wrong

29. I would start to self-impose rewards and ❒ ❒ ❒ ❒ ❒

punishments depending on my
performance

30. I would look forward to showing that I can ❒ ❒ ❒ ❒ ❒

improve my grades

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Maaaring pakibasa ang talata sa loob ng kahon na nasa ibaba at ilagay ang sarili sa
sitwasyong inilarawan.

Natanggap mo ang “bagsak” na marka sa iyong takdang aralin.

Ang mga markang nakuha mo sa dalawa pang takdang aralin ay higit pang
mababa sa iyong inaasahan subalit ninanais mong makakuha ng
magandang marka sa iyong kurso dahil ikaw ay may malinaw na plano para
sa iyong karera at ayaw mong mapahiya sa iyong mga magulang. Ang
feedback mula sa iyong guro sa iyong nakuhang marka sa iyong takdang
aralin ay napakakritikal gayundin ang pahayag na “kulang sa kaalaman”, at
“mahina sa pagsulat at pagpapahayag”, ngunit binanggit din dito ang mga
paraan kung paano ito maisasaayos. Kahawig din ng komento ng iba pang
mga guro mo ang mga markang nakuha mo sa dalawa pang takdang aralin.
maisasaayos. Kahawig din ng komento ng iba pang mga guro
mo ang mga markang nakuha mo sa dalawa pang takdang aralin.

Kung ikaw ay nasa sitwasyong ito, ilarawan mo kung paano mo ito haharapin.

Basahin ang bawat pahayag sa ibaba at lagyan ng tsek (✓) ang kumakatawan sa
iyong personal na reaksyon sa bawat sitwasyon.

Mangyaring ibigay ang iyong tiyak na sagot sa LAHAT ng mga pahayag at sikaping
maging tapat sa lahat ng iyong sagot.

Mga Katanungan Labis na 2 3 4 Labis na

Sumasang Hindi
-ayon Sumasan
g-ayon
1 5

1. Hindi ko tatanggapin ang puna ng mga guro.

2. Gagamitin ko ang mga puna ng aking mga guro upang

maiayos ang aking mga gawain.

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3. Susuko na lang ako.

4. Gagamitin ko ang sitwasyon upang palakasin ang sarili ko.

5. Magbabago ako ng plano sa aking propesyon.

6. Marahil ay magagalit ako.

7. Maiisip ko na maliit ang pagkakataon kong makapasa sa

pamantasan.

8. Nakikita ko ang sitwasyon bilang isang hamon.

9. Gagawin ko ang lahat ng aking makakaya upang mapigilan

ang pag-iisip ko ng mga negatibong saloobin.

10. Nakikita ko ang sitwasyon bilang pansamantala lamang.

11. Mas magsisipag pa ako.

12. Marahil ay malulungkot ako.

13. Mag-iisip ako ng mga bagong solusyon.

14. Lubos akong mawawalan ng pag-asa.

15. Sisisihin ko ang aking mga guro.

16. Magsisikap pa rin ako.

17. Hindi ko babaguhin ang aking pangmatagalang mga plano

at ambisyon.

18. Gagamitin ko ang mga nakaraang tagumpay para

palakasin ang aking sarili.

19. Iisipin kong ang aking gustong makuhang trabaho ay

malabo ko nang makuha.

20. Sisimulan kong bantayan at suriin ang mga nakamit ko sa

buhay.

21. Hihingi ako ng tulong sa aking mga guro.

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22. Papalakasin ko ang aking sarili.

23. Pipigilan ko ang sarili ko na mataranta.

24. Gagamit ako ng iba’t ibang paraan sa pag-aaral.

25. Bubuo ako ng mga plano para sa aking ikatatagumpay.

26. Kukuha ako ng lakas ng loob sa aking pamilya at mga

kaibigan.

27. Iisipin ko ang aking mga kalakasan at kahinaan upang

makatulong sa akin na mag-aral nang mas mahusay.

28. Mararamdaman ko na parang ang lahat ay sira na at

walang patutunguhan.

29. Sisimulan kong bigyan ang aking sarili ng pabuya at parusa

batay sa aking nagawa.

30. Aasahan kong maipapataas ko pa ang aking mga grado.

Revised Life Orientation Test (LOT-R)

Instructions: Please answer the following questions about yourself by indicating the extent of
your agreement using the following scale:

|0| = strongly disagree

|1| = disagree

|2| = neutral

|3| = agree

|4| = strongly agree

Be as honest as you can throughout, and try not to let your responses to one question influence
your response to other questions, There are no right or wrong answers.

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______ 1. In uncertain times, I usually expect the best.

______ 2. It's easy for me to relax.
______ 3. If something can go wrong for me, it will.
______ 4. I'm always optimistic about my future.
______ 5. I enjoy my friends a lot.
______ 6. It's important for me to keep busy.
______ 7. I hardly ever expect things to go my way.
______ 8. I don't get upset too easily.
______ 9. I rarely count on good things happening to me.
______ 10. Overall, I expect more good things to happen to me than bad.

Panuto: Pakisagot ang sumusunod na mga tanong na nauugnay sa iyong sarili sa pamamagitan
ng pagpili ng iskala sa ibaba:

|0| = lubos na hindi sang-ayon

|1| = hindi sang-ayon

|2| = imparsiyal

|3| = sang-ayon

|4| = lubos na sang-ayon

Maging tapat sa pagsagotat huwag hayaang maimpluwensiyahan ang iyong sagot ng iba pang
katanungan. Walang tama o maling sagot.

______ 1. Sa mga walang katiyakang panahon, inaasahan ko ang pinakamabuti.

______ 2. Madali para sa akin ang magpahinga.
______ 3. Kung mayroong masamang mangyari sa akin, talagang mangyayari.

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______ 4. Lagi akong positibo tungkol sa aking kinabukasan.

______ 5. Masayang-masaya ako sa aking mga kaibigan.
______ 6. Mahalaga para sa akin na maging abala o maraming ginagawa.
______ 7. Hindi ko inaasahan na umayon sa akin ang lahat ng sitwasyon.
______ 8. Hindi ako madaling mainis.
______ 9. Hindi ko inaasahan ang mabuting bagay na nangyayari sa akin.
______ 10. Sa pangkalahatan, inaasahan kong mas maraming magagandang bagay ang
mangyayari sa akin kaysa sa masama.

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Permission Letters

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Letters for Validators

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Letter for Grammarian

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Certification from Validators

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Letters to Institution

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Letters to Barangays

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Informed Consent

Ako si ______________________, edad/kasarian at kasalukuyang nakatira

sa _______________________ ay inaanyayahan na lumahok sa isang pag-aaral na may
pamagat na "Athletic Identity, Achievement Emotion, Academic Resilience, and Life Success
on Student-Athletes and Sports Enthusiasts". (I am _________________, age/gender,
currently residing in ____________________, and I am invited to participate in a study entitled
"Athletic Identity, Achievement Emotion, Academic Resilience, and Life Success on Student-
Athletes and Sports Enthusiasts.")

Ang pag-aaral na ito ay naglalayong alamin at tuklasin ang progreso ng Athletic Identity,
Achievement Emotions Academic Resilience at Life Success sa mga atleta sa bawat unibersidad
at mga nakikilahok sa mga liga ng barangay.
(This study aims to investigate and explore the progress of Athletic Identity, Achievement
Emotions, Academic Resilience, and Life Success among athletes in each university and
participants in barangay leagues.)

Ang pag-aaral na ito ay magpapakita sa pagsagot sa apat na batayang panukat:

pagsasagot ng pamantayang pagsusulit na gagamitin sa pag-aaral. Ang mga pamantayan ay
binubuo ng Athletic Identity Measurement Scale, Achievement Emotions Questionnaire –
Revised (AEQ-R), Academic Resilience Scale (ARS-30, at Life Orientation Test - Revised (LOT-R).
(This survey will involve answering four validated tools: the completion of standardized tests to
be used in the study. These tools include the Athletic Identity Measurement Scale, the
Achievement Emotions Questionnaire – Revised (AEQ-R), the Academic Resilience Scale (ARS-
30), and the Life Orientation Test - Revised (LOT-R).

Bilang isang respondente sa pag-aaral na ito, nauunawaan ko at tinatanggap ang mga

sumusunod:
(As a respondent in this study, I understand and accept the following):

● Ang aking pakikilahok sa pag-aaral na ito ay magiging 20 minuto lamang, o hanggang

sa matapos ko ang pagsagot sa mga tanong.
(My participation in this study will involve only 20 minutes, or until I finish answering the
questionnaires.)

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● Nauunawaan kong walang panganib sa pag-aaral na ito.

(I understand that there is no risk involved in the study.)

● Nauunawaan kong hindi ako makakatanggap ng anumang pinansiyal na kabayaran

para sa aking pakikilahok.
(I understand that I will not receive any monetary compensation for my participation.)

● Nauunawaan kong maari akong umalis sa pag-aaral na ito anumang

oras.
(I understand that I can withdraw from this study anytime.)

● Nauunawaan kong ako ay bibigyan ng abiso kung maglalathala ang mga mananakliksik
ng anumang impormasyon sa pag-aaral na ito.
(I understand that I will be duly informed if researchers make any publications on this
study.)

● Lahat ng personal na impormasyon ay pananatiling kumpidensyal at ilalabas lamang

sa aking kahilingan o pahintulot. Kung mayroon akong anumang mga katanungan
tungkol sa pag-aaral na ito, malaya akong makipag-ugnayan sa mga mananaliksik.
(All personal data will be kept confidential and will only be released upon my request or
permission. If I have any questions about this study, I am free to contact the researchers.)

Ako ay pumapayag sa mga tuntunin at kondisyon na nakalahad dito, kalakip nito ang lagda
kasama ang buong pangalan na sa ibaba ng liham na ito tanda ng aking pakikilahok sa
pananaliksik na ito. (I agree to the terms and condition outlined here, including my signature
along with my full name at the bottom of this letter, as a sign of my participation in this
research.)

__________________________________________ _________
Lagda sa taas ng buong pangalang nakalimbag Petsa
(Signature over printed name of respondent) (Date)

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Mga mananaliksik
(The researchers)

Loren Rabelle S. Alcantara

Ma. Awel Jevelene C. Awel
Richer Glade G. Benedicto
Chloe Anne A. Bonifacio
Marvin Czesar P. Calado
Nurain A. Panganting
Shane L. Ugalino

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Questionnaires

We, the researcher will conduct a study entitled The Development of Athletic Identity,
Achievement Emotion, Academic Resilience, and Life Success on Non-Athlete and Athlete
Students the aim of the study is to address this gap by conducting a comparative analysis of the
development of athletic identity, achievement emotion, academic resilience, and life success
between non-athlete and athlete students

I. Personal Information
Name:
____________________________________ Age: _____________
Athlete (input your school) or Sport Enthusiast:
____________________________________ Sex: _____________

II. Athletic Identity

Please select the number that best reflects the extent to which you agree or disagree with each
statement regarding your sport participation.

Questions (5) 4 3 2 (1)

1. I consider myself an athlete.

2. I have many goals related to sport.

3. Most of my friends are athletes.

4. Sport is the most important part of my life.

5. I spend more time thinking about sport than anything else.

6. I feel bad about myself when I do poorly in sport.

7. I would be very depressed if I were injured and could not

compete in
sport.

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III. Achievement Emotion

Participants in the validation study responded to all items by using rating scales with five
categories: 1 (strongly disagree) to 5 (strongly agree).

A. Before Starting to work

Attending classes, studying, and taking tests and exams at university can induce different
feelings. This part of the questionnaire refers to emotions you may experience BEFORE being in
class, studying, or taking a test in this course. Prior to answering the questions on the following
pages, please recall some typical situations of attending class, studying, or taking a test you have
experienced in this course. Please read each item carefully and indicate how you typically feel
before attending class, studying, or taking a test in this course.

Questions Strongly 4 3 2 Strongly

Disagree Agree
(5) (1)

1. I get excited about doing my work.

2. I look forward to doing my assignments.

3. Before starting to work, I am eager to get going.

4. I get tense when I start to work.

5. Before difficult tasks in this course I feel nervous and uneasy.

6. I worry my assignments might be too difficult.

7. I worry I might fail at my assignments in this course.

8. When I think about my work, I feel queasy.

9. Before difficult tasks I feel sick to my stomach.

10. I am full of hope that I will excel in this course.

11. I am hopeful that I will perform well in this course.

12. I have great hope that my abilities will be sufficient.

13. I get angry when I have to do my work.

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14. I get angry about the amount of work I need to do in this

course.

15. I feel relaxed because I know I will be successful.

16. The thought of succeeding makes me feel relaxed.

17. I feel relaxed because I know I will succeed even if it gets

difficult.

18. I feel relaxed because I anticipate mastering the demands

of this course.

19. I feel hopeless.

20. Even before starting to work, I am resigned to the fact that

I won’t understand the material.

21. I have lost all hope in understanding my assignments.

22. My hopelessness steals all of my energy.

B. During Work
The following questions pertain to feelings you may experience DURING class, studying, or taking
a test. Please indicate how you typically feel during class, studying, or taking a test in this course.

Questions Strongly 4 3 2 Strongly

Disagree Agree
(5) (1)

1. I enjoy doing my assignments.

2. Difficult tasks in this course are a challenge that I enjoy.

3. I enjoy the challenges in my work.

4. I enjoy working so much that I get invigorated.

5. When my work is going well, it gives me a rush.

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6. I have given up hope.

7. I start to think that no matter how hard I try I won’t succeed

8. I’m discouraged about the fact that I’ll never master the
material.

9. I’m resigned to the fact that I haven’t got the ability.

10. I feel so hopeless that I have no energy left.

11. Doing my work makes me irritated.

12. I get quite annoyed when doing my assignments.

13. When thinking about all my useless assignments in this

course, I get aggravated.

14. Because I’m angry, I get restless at work in this course.

15. When working for an extended period of time, my

irritation makes me restless.

16. I get so angry, I start feeling hot and flushed.

17. I feel relaxed when doing my work.

18. I feel calm when working on my assignments.

19. During my work in this course I feel laid-back.

20. I feel relaxed when working on difficult tasks.

21. I feel at ease doing my work in this course.

22. I get tense during my work.

23. I feel nervous during difficult tasks.

24. I worry I might not be able to complete all my work.

25. I worry I might fail.

26. I feel panicky when a task gets difficult in this course.

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27. Worry about not completing my assignments makes me

sweat.

28. I sense a feeling of hope that I will be successful.

29. I get bored.

30. This course bores me to death.

31. Because I get bored, my mind begins to wander.

32. While working, it seems like this task will never be over.

33. My assignments are so boring that I find myself

daydreaming.

34. I get so bored, I have problems staying alert.

35. I start yawning because I’m so bored.

36. The work in this course bores me so much that I feel

exhausted.

C. After Work
The following questions pertain to feelings you may experience AFTER class, studying, or taking
a test. Please indicate how you typically feel after class, studying, or taking a test in this course.

Questions Strongly 4 3 2 Strongly

Disagree Agree
(5) (1)

1. I am proud of myself.

2. I’m proud of my competence.

3. To think about my success makes me feel proud.

4. I’m proud of how well I mastered my assignments.

5. I’m proud of my accomplishments.

6. I am bursting with pride because I have done well.

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7. I am disappointed about my lack of accomplishments.

8. I feel disappointed that I did not succeed.

9. I am disappointed that I did not perform well.

10. I feel disappointed about my lack of ability.

11. I feel relieved when I learn I have not done poorly.

12. I feel relief because I succeeded on my assignments.

13. When I have been able to complete difficult work in this

course, I feel freed.

14. When I succeed on a difficult task, the tension in my

stomach goes away.

15. After successful task completion, I can finally breathe

easily again.

16. My poor performance embarrasses me.

17. I feel ashamed because I am not as competent as others.

18. I feel ashamed that I can’t absorb the simplest of details.

19. I feel ashamed because I realize that I lack ability.

20. Because I am ashamed my pulse races.

21. When others find out about my poor performance I start

to blush.

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IV. Academic Resilience

Please read the paragraph in the box below and do your best to imagine that you
are in the situation being described:
You have received your mark for a recent assignment and it is a ‘fail’. The marks
for two other recent assignments were also poorer than you would want as you are
aiming to get as good a degree as you can because you have clear career goals in mind
and don’t want to disappoint your family. The feedback from the tutor for the
assignment is quite critical, including reference to ‘lack of understanding’ and ‘poor
writing and expression’, but it also includes ways that the work could be improved.
Similar comments were made by the tutors who marked your other two assignments.

If you were in the situation described above how do you think you would react?

Read each of the statements below and tick (✔) the box between 1 (strongly agree)
and 5 (strongly disagree) that best reflects how much you think each statement
describes how you personally would react.

Please make sure that you give a response to ALL the statements and try to be as sincere
and precise as possible in your answers.
Questions Strongly 2 3 4 Strongly
Agree Disagree
1 5

1. I would not accept the tutors’ feedback.

2. I would use the feedback to improve my

work.

3. I would just give up.

4. I would use the situation to motivate myself.

5. I would change my career plans.

6. I would probably get annoyed.

7. I would begin to think my chances of

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success at university were poor.

8. I would see the situation as a challenge.

9. I would do my best to stop thinking negative

thoughts.

10. I would see the situation as temporary.

11. I would work harder.

12. I would probably get depressed.

13. I would try to think of new solutions.

14. I would be very disappointed.

15. I would blame the tutor.

16. I would keep trying.

17. I would not change my long-term goals and

ambitions.

18. I would use my past successes to help

motivate myself.

19. I would begin to think my chances of getting

the job I want were poor.

20. I would start to monitor and evaluate my

achievements and effort.

21. I would seek help from my tutors.

22. I would give myself encouragement.

23. I would stop myself from panicking.

24. I would try different ways to study.

25. I would set my own goals for achievement.

26. I would seek encouragement from my family

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and friends.

27. I would try to think more about my strengths

and weaknesses to help me work better.

28. I would feel like everything was ruined and

was going wrong.

29. I would start to self-impose rewards and

punishments depending on my performance.

30. I would look forward to showing that I can

improve my grades.

V. Life Success
A 10-item measure of optimism versus pessimism. Of the 10 items, 3 items measure optimism, 3
items measure pessimism, and 4 items serve as fillers. Respondents rate each item on a 4-point
scale: 0 = strongly disagree, 1 = disagree, 2 = neutral, 3 = agree, and 4 = strongly agree.

Questions Strongly Disagree Neutral Agree Strongly

Disagree Agree

0 1 2 3 4

1. In uncertain times, I usually expect the best.

2. It's easy for me to relax.

3. If something can go wrong for me, it will. (R)

4. I'm always optimistic about my future.

5. I enjoy my friends a lot.

6. It's important for me to keep busy.

7. I hardly ever expect things to go my way. (R)

8. I don't get upset too easily.

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9. I rarely count on good things happening to

me. (R)

10. Overall, I expect more good things to

happen to me than bad.

Kami, ang mga mananaliksik, ay magsasagawa ng isang pag-aaral na pinamagatang “The

Development of Athletic Identity, Achievement Emotion, Academic Resilience, and Life Success
on Non-Athlete and Athlete Students”. Layunin ng pag-aaral na ito na punan ang puwang sa
pamamagitan ng pagpapakita ng komparatibong analisis sa pag-unlad ng athletic identity,
achievement emotion, academic resilience, at life success sa pagitan ng mga hindi atleta at
estudyanteng atleta.

I. Personal na Impormasyon
Pangalan:
___________________________________ Edad: ______________
Atleta (Ilagay ang School) o Naglalaro Liga:
___________________________________ Kasarian: ______________

II. Athletic Identity

Panuto: Mangyaring piliin ang bilang ng pinakamabisang sumasalamin sa antas ng pagsang-ayon

o hindi pagsang-ayon mo sa bawat pahayag tungkol sa iyong partisipasyon mo sa isports.

Mga Katanungan (5) 4 3 2 (1)

Labis na Labis na
Sumasang- Hindi
ayon Sumasang
-ayon

1. Kinukunsidera ko ang aking sarili bilang isang atleta.

2. Marami akong mithiin na may kaugnayan sa isport.

3. Karamihan sa aking mga kaibigan ay mga atleta.

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4. Ang isport ang pinakamahalagang bahagi ng aking buhay.

5. Mas maraming oras akong ginugol sa pag-iisip tungkol sa

isport kaysa sa anumang bagay.

6. Naiinis ako sa aking sarili kapag hindi maganda ang resulta

sa isport.

7. Labis akong mawawalan ng pag-asa kapag ako ay nasugatan

at hindi na makakalahok pa sa isport.

III. Achievement Emotion

Ang mga kalahok sa pagsusuri ay kailangang sumagot sa lahat ng mga item gamit ang mga rating
scale na may limang kategorya: 1 (labis na hindi sumasang-ayon) hanggang 5 (labis na sumasang-
ayon).

A. Bago Magsimula sa Trabaho

Ang pag-aaral, pagdalo sa klase, pagsusulit at eksaminasyon sa unibersidad ay maaaring
magdulot ng iba't ibang damdamin sa mga mag-aaral. Ang bahaging ito ng talatanungan ay
tumutukoy sa mga emosyon na maaari mong maranasan BAGO dumalo sa klase, mag-aral, o
kumuha ng pagsusulit. Bago sagutin ang mga tanong sa mga susunod na pahina, mangyaring
balikan ang ilang karaniwang sitwasyon at mangyaring basahin nang mabuti ang bawat item at
ipahiwatig kung ano ang karaniwang nararamdaman mo bago dumalo sa klase, mag-aral, o
kumuha ng pagsusulit.

Mga Katanungan Lubos na 4 3 2 Lubos na

Hindi Sumasang
Sumasang- -ayon
ayon
(5) (1)

1. Napapasaya ako sa paggawa ng aking trabaho.

2. Inaabangan ko ang paggawa ng aking mga takdang-aralin.

3. Bago magsimula sa trabaho, ako ay nagnanais na

magsimula na.

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4. Nakakaramdam ako ng kaba kapag nagsisimula akong

magtrabaho.

5. Bago simulan ang mga mahihirap na gawain sa kurso na

ito, ako ay nakakaramdam ng kaba at hindi pagka-
komportable.

6. Nag-aalala ako na baka masyadong mahirap ang mga

takdang-aralin ko.

7. Nag-aalala ako na baka hindi ko maipasa ang mga

takdang-aralin sa kursong ito.

8. Kapag iniisip ko ang aking trabaho, nararamdaman ko ang

pagka-iritado.

9. Bago simulan ang mga mahihirap na gawain,

nararamdaman ko ang panlulumo.

10. Punong-puno ako ng pag-asa na magtatagumpay ako sa

kurso na ito.

11. Umaasa ako na magiging magaling ako sa kursong ito.

12. Malaki ang aking pag-asa na sapat ang aking kakayahan.

13. Nagagalit ako kapag kailangan kong gawin ang aking

trabaho.

14. Napipikon ako sa dami ng gawain na kailangan kong

gawin sa kursong ito.

15. Nararamdaman kong relaks ako dahil alam kong

magtatagumpay ako.

16. Ang pag-iisip na magtatagumpay ako ay nagpaparelaks

sa akin.

17. Relaks ang pakiramdam ko dahil alam kong

magtatagumpay ako kahit mahirap.

18. Relaks ang pakiramdam ko dahil inaasahan kong

malalampasan ko ang mga hamon ng kursong ito.

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19. Nararamdaman kong wala akong pag-asa.

20. Kahit bago pa magsimula sa trabaho, handa na akong

tanggapin na hindi ko maiintindihan ang mga materyal.

21. Nawalan na ako ng lahat ng pag-asa sa pag-unawa sa

aking mga takdang-aralin.

22. Ang aking pagkawala ng pag-asa ay nag-aagaw ng lahat

ng aking lakas.

B. Habang Nagtatrabaho
Ang mga sumusunod na tanong ay nauugnay sa mga damdamin na maaaring iyong maranasan
SA PANAHON ng klase, pag-aaral, o pagkuha ng pagsusulit. Mangyaring ipahiwatig kung ano ang
karaniwang nararamdaman mo sa panahon ng klase, pag-aaral, o pagkuha ng pagsusulit.

Mga Katanungan Lubos na 4 3 2 Lubos na

Hindi Sumasan
Sumasang- g-ayon
ayon
(5) (1)

1. Natutuwa ako sa paggawa ng aking mga takdang-aralin.

2. Ang mga mahihirap na gawain sa kursong ito ay isang

hamon na aking ikinatutuwa.

3. Natutuwa ako sa mga hamon sa aking trabaho.

4. Sobrang natutuwa ako sa pagtatrabaho na ako ay

nagiging masigla.

5. Kapag maayos ang aking trabaho, ito ay nagbibigay sa

akin ng kasiyahan.

6. Ako ay sumuko na sa pag-asa.

7. Nagsisimula akong mag-isip na kahit gaano ko pa

subukan, hindi ako magtatagumpay.

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8. Ako ay nadidismaya sa katotohanan na hindi ko

kailanman malalampasan ang gawain sa aming materyal.

9. Ako ay sumasang-ayon sa katotohanan na wala akong

kakayahan.

10. Ramdam ko ang kawalan ng pag-asa kaya wala na akong

natitirang lakas.

11. Ang paggawa ng aking trabaho ay nagpapainis sa akin.

12. Ako ay naiinis kapag ginagawa ko ang aking mga

takdang-aralin.

13. Kapag iniisip ko ang lahat ng aking walang kwentang

mga takdang-aralin sa kursong ito, ako ay nagagalit.

14. Dahil sa aking galit, ako ay nagiging magulo sa trabaho

sa kursong ito.

15. Kapag nagtatrabaho ng matagal na panahon, ang aking

inis ay nagpaparamdam sa akin ng kawalang katiwasayan.

16. Ako ay nagagalit nang sobra, kaya ako ay nakararamdam

ng init at namumula.

17. Ramdam ko ang katiwasayan kapag ginagawa ko ang

aking trabaho.

18. Ramdam ko ang pagiging kalmado kapag nagtatrabaho

sa aking mga takdang-aralin.

19. Habang nagtatrabaho sa kursong ito, ako ay

nakararamdam ng kalayaan.

20. Ramdam ko ang katiwasayan kapag nagtatrabaho sa

mga mahihirap na gawain.

21. Ramdam ko ang katiwasayan sa paggawa ng aking

trabaho sa kursong ito.

22. Ako ay nagiging tensyonado sa panahon ng aking

trabaho.

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23. Ako ay kinakabahan sa panahon ng mga mahihirap na

gawain.

24. Nag-aalala ako na baka hindi ko matapos ang lahat ng

aking trabaho.

25. Nag-aalala ako na baka ako ay bumagsak.

26. Ramdam ko ang pagkabahala kapag ang isang gawain ay

lumalabas na mahirap sa kursong ito.

27. Ang pag-aalala sa hindi pagkakumpleto ng aking mga

takdang-aralin ay nagpapawis sa akin.

28. Mayroon akong pakiramdam ng pag-asa na

magtatagumpay ako.

29. Ako ay nauubusan ng interes.

30. Ang kursong ito ay nakakapagpabagot sa akin.

31. Dahil nauubos ang aking interes, ang aking isip ay wala
sa pokus.

32. Habang nagtatrabaho, nakararamdam ako ng tila hindi

ko matapos-tapos ang gawain na ito.

33. Ang aking mga takdang-aralin ay sobrang

nakakapagpabagot kaya nadidiskubre ko ang aking sarili na
naglalakbay ang isip.

34. ko ay sobrang nababagot, nagkakaroon ako ng problema

sa pagiging alerto.

35. Madalas akong humikab dahil sa sobrang pagkabagot.

36. Ang trabaho sa kursong ito ay sobrang

nakakapagpabagot sa akin kaya ako ay napapagod.

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C. Pagkatapos ng Trabaho
Ang mga sumusunod na tanong ay nauugnay sa mga damdamin na maaaring iyong maranasan
PAGKATAPOS ng klase, pag-aaral, o pagkuha ng pagsusulit. Mangyaring ipahiwatig kung ano ang
karaniwang nararamdaman mo pagkatapos ng klase, pag-aaral, o pagkuha ng pagsusulit sa
kursong ito.

Mga Katanungan Lubos na 4 3 2 Lubos na

Hindi Sumasan
Sumasang- g-ayon
ayon
(5) (1)

1. Ipinagmamalaki ko ang aking sarili.

2. Ipinagmamalaki ko ang aking kakayahan.

3. Ang pag-iisip sa aking tagumpay ay nagpapadama sa akin

ng pagmamalaki.

4. Ipinagmamalaki ko kung gaano ako kahusay sa pag-

unawa sa aking mga takdang-aralin.

5.Ipinagmamalaki ko ang aking mga tagumpay.

6. Puno ako ng pagmamalaki dahil sa aking magandang

nagawa.

7. Nadidismaya ako sa aking kakulangan sa mga nagawa.

8. Nadidismaya ako na hindi ako nagtagumpay.

9. Nadidismaya ako na hindi ako gumawa nang maayos.

10. Nadidismaya ako sa aking kakulangan sa kakayahan.

11. Ramdam ko ang ginhawa kapag nalaman kong hindi ako

nagkulang sa gawain.

12. Nararamdaman ko ang ginhawa dahil nagtagumpay ako

sa aking mga takdang-aralin.

13. Kapag nagawa ko ang mahihirap na gawain sa kursong

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ito, nakararamdam ako ng kalayaan.

14. Kapag nagtagumpay ako sa isang mahirap na gawain,

nawawala ang kaba sa aking tiyan.

15. Pagkatapos ng matagumpay na pagtatapos ng gawain,

nakakahinga ako nang maluwag.

16. Ang aking mahinang pagsagawa ng gawain ay

nakakahiya para sa akin.

17. Nararamdaman ko ang kahihiyan dahil hindi ako kasing

kahusay ng iba.

18. Nakakahiya para sa akin na hindi ko maunawaan ang

pinakasimple na mga detalye.

19. Nakakahiya para sa akin dahil napagtanto ko na kulang

ako sa kakayahan.

20. Dahil sa kahihiyan, ang aking tibok ng puso ay bumibilis.

21. Kapag nalalaman ng iba ang tungkol sa aking mababang

pagganap, nagsisimula akong magpula.

IV. Academic Resilience

Maaaring pakibasa ang talata sa loob ng kahon na nasa ibaba at ilagay ang sarili sa sitwasyong
inilarawan.

Natanggap mo ang “bagsak” na marka sa iyong takdang aralin. Ang mga markang nakuha
mo sa dalawa pang takdang aralin ay higit pang mababa sa iyong inaasahan subalit ninanais
mong makakuha ng magandang marka sa iyong kurso dahil ikaw ay may malinaw na plano
para sa iyong karera at ayaw mong mapahiya sa iyong mga magulang. Ang feedback mula sa
iyong guro sa iyong nakuhang marka sa iyong takdang aralin ay napakakritikal gayundin ang
pahayag na “kulang sa kaalaman”, at “mahina sa pagsulat at pagpapahayag”, ngunit binanggit
din dito ang mga paraan kung paano ito maisasaayos. Kahawig din ng komento ng iba pang
mga guro mo ang mga markang nakuha mo sa dalawa pang takdang aralin.

Kung ikaw ay nasa sitwasyong ito, ilarawan mo kung paano mo ito haharapin.

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Basahin ang bawat pahayag sa ibaba at lagyan ng tsek (✓) ang kumakatawan sa iyong personal
na reaksyon sa bawat sitwasyon.

Mangyaring ibigay ang iyong tiyak na sagot sa LAHAT ng mga pahayag at sikaping maging tapat
sa lahat ng iyong sagot.

Mga Katanungan Labis na 2 3 4 Labis na

Sumasang Hindi
-ayon Sumasan
g-ayon
1 5

1. Hindi ko tatanggapin ang puna ng mga guro.

2. Gagamitin ko ang mga puna ng aking mga guro upang

maiayos ang aking mga gawain.

3. Susuko na lang ako.

4. Gagamitin ko ang sitwasyon upang palakasin ang sarili ko.

5. Magbabago ako ng plano sa aking propesyon.

6. Marahil ay magagalit ako.

7. Maiisip ko na maliit ang pagkakataon kong makapasa sa

pamantasan.

8. Nakikita ko ang sitwasyon bilang isang hamon.

9. Gagawin ko ang lahat ng aking makakaya upang mapigilan

ang pag-iisip ko ng mga negatibong saloobin.

10. Nakikita ko ang sitwasyon bilang pansamantala lamang.

11. Mas magsisipag pa ako.

12. Marahil ay malulungkot ako.

13. Mag-iisip ako ng mga bagong solusyon.

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14. Lubos akong mawawalan ng pag-asa.

15. Sisisihin ko ang aking mga guro.

16. Magsisikap pa rin ako.

17. Hindi ko babaguhin ang aking pangmatagalang mga plano

at ambisyon.

18. Gagamitin ko ang mga nakaraang tagumpay para

palakasin ang aking sarili.

19. Iisipin kong ang aking gustong makuhang trabaho ay

malabo ko nang makuha.

20. Sisimulan kong bantayan at suriin ang mga nakamit ko sa

buhay.

21. Hihingi ako ng tulong sa aking mga guro.

22. Papalakasin ko ang aking sarili.

23. Pipigilan ko ang sarili ko na mataranta.

24. Gagamit ako ng iba’t ibang paraan sa pag-aaral.

25. Bubuo ako ng mga plano para sa aking ikatatagumpay.

26. Kukuha ako ng lakas ng loob sa aking pamilya at mga

kaibigan.

27. Iisipin ko ang aking mga kalakasan at kahinaan upang

makatulong sa akin na mag-aral nang mas mahusay.

28. Mararamdaman ko na parang ang lahat ay sira na at

walang patutunguhan.

29. Sisimulan kong bigyan ang aking sarili ng pabuya at parusa

batay sa aking nagawa.

30. Aasahan kong maipapataas ko pa ang aking mga grado.

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V. Life Success
Panuto: Pakisagot ang sumusunod na mga tanong tungkol sa iyong sarili sa pamamagitan ng
pagpapakita ng inyong pagsang-ayon gamit ang mga sumusunod na antas:

[0] = lubos na hindi sang-ayon

[1] = hindi sang-ayon
[2] = imparsiyal
[3] = sang-ayon
[4] = lubos na sang-ayon

Maging tapat ka hangga't maaari sa buong proseso, at subukan mong huwag hayaan na ang
iyong sagot sa isang tanong ay makaapekto sa iyong sagot sa iba pang mga tanong. Walang
tama o maling sagot.

Mga Katanungan lubos na hindi imparsiyal sang-ayon lubos na

hindi sang-ayon sang-ayon
sang-ayon

0 1 2 3 4

1.Sa mga panahong hindi tiyak,

karaniwan kong inaasahan ang
pinakamabuti.

2. Madali para sa akin na magpahinga.

3. Kung may maaari pang magkaroon

ng mali para sa akin, mangyayari ito. (R)

4. Lagi akong optimistiko tungkol sa

aking kinabukasan.

5. Sobra akong masaya sa aking mga

kaibigan.

6. Mahalaga para sa akin na maging

abala o maraming ginagawa.

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7. Halos hindi ko inaasahan ang mga

bagay na pupunta sa aking paraan. (R)

8. Hindi ako madaling magalit.

9. Bihira akong umasa sa magagandang

nangyari sa akin. (R)

10. Sa pangkalahatan, inaasahan kong

mas maraming magagandang bagay ang
mangyayari sa akin kaysa sa masama.

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Reliability Analysis

Athletic Identity
Scale Reliability Statistics

Cronbach's α McDonald's ω

scale 0.902 0.904

Item Reliability Statistics

If item dropped

Cronbach's α McDonald's ω

AIMS1 0.880 0.882

AIMS2 0.879 0.881

AIMS3 0.892 0.894

AIMS4 0.883 0.885

AIMS5 0.890 0.892

AIMS6 0.899 0.902

AIMS7 0.890 0.894

Achievement Emotion
Scale Reliability Statistics

Cronbach's α McDonald's ω

scale 0.971 0.972

Item Reliability Statistics

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If item dropped

Cronbach's α McDonald's ω

AEQ-RB1 0.970 0.971

AEQ-RB2 0.970 0.971

AEQ-RB3 0.970 0.971

AEQ-RB4 0.970 0.971

AEQ-RB5 0.970 0.971

AEQ-RB6 0.970 0.971

AEQ-RB7 0.970 0.971

AEQRB8 0.970 0.971

AEQ-RB9 0.970 0.971

AEQ-RB10 0.971 0.972

AEQ-RB11 0.971 0.972

AEQ-RB12 0.971 0.972

AEQ-RB13 0.970 0.971

AEQ-RB14 0.970 0.971

AEQ-RB15 0.971 0.972

AEQ-RB16 0.971 0.972

AEQ-RB17 0.971 0.972

AEQ-RB18 0.971 0.972

AEQ-RB19 0.970 0.971

AEQ-RB20 0.970 0.971

AEQ-RB21 0.970 0.971

AEQ-RB22 0.970 0.971

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AEQ-RD1 0.971 0.972

AEQ-RD2 0.970 0.971

AEQ-RD3 0.970 0.971

AEQ-RD4 0.970 0.971

AEQ-RD5 0.970 0.971

AEQ-RD6 0.970 0.971

AEQ-RD7 0.970 0.971

AEQ-RD8 0.970 0.971

AEQ-RD9 0.970 0.971

AEQ-RD10 0.970 0.971

AEQ-RD11 0.970 0.971

AEQ-RD12 0.970 0.971

AEQ-RD13 0.970 0.971

AEQ-RD14 0.970 0.971

AEQ-RD15 0.970 0.971

AEQ-RD16 0.970 0.971

AEQ-RD17 0.970 0.971

AEQ-RD18 0.970 0.971

AEQ-RD19 0.970 0.971

AEQ-RD20 0.970 0.971

AEQ-RD21 0.970 0.971

AEQ-RD22 0.970 0.971

AEQ-RD23 0.970 0.971

AEQ-RD24 0.970 0.971

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AEQ-RD25 0.970 0.971

AEQ-RD26 0.970 0.971

AEQ-RD27 0.970 0.971

AEQ-RD28 0.970 0.971

AEQ-RD29 0.970 0.971

AEQ-RD30 0.970 0.971

AEQ-RD31 0.970 0.971

AEQ-RD32 0.970 0.971

AEQ-RD33 0.970 0.971

AEQ-RD34 0.970 0.971

AEQ-RD35 0.970 0.971

AEQ-RD36 0.971 0.971

AEQ-RA1 0.970 0.971

AEQ-RA2 0.970 0.971

AEQ-RA3 0.970 0.971

AEQ-RA4 0.970 0.971

AEQ-RA5 0.970 0.971

AEQ-RA6 0.970 0.971

AEQ-RA7 0.970 0.971

AEQ-RA8 0.970 0.971

AEQ-RA9 0.970 0.971

AEQ-RA10 0.970 0.971

AEQ-RA11 0.970 0.971

AEQ-RA12 0.970 0.971

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AEQ-RA13 0.970 0.971

AEQ-RA14 0.970 0.971

AEQ-RA15 0.970 0.971

AEQ-RA16 0.970 0.971

AEQ-RA17 0.970 0.971

AEQ-RA18 0.970 0.971

AEQ-RA19 0.970 0.971

AEQ-RA20 0.970 0.971

AEQ-RA21 0.970 0.971

Academic Resilience
Scale Reliability Statistics

Cronbach's α McDonald's ω

scale 0.941 0.945

Item Reliability Statistics

If item dropped

Cronbach's α McDonald's ω

ARS1ᵃ 0.941 0.945

ARS2 0.936 0.940

ARS3ᵃ 0.938 0.943

ARS4 0.937 0.940

ARS5 0.941 0.945

ARS6ᵃ 0.940 0.944

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ARS7ᵃ 0.942 0.946

ARS8 0.937 0.941

ARS9 0.936 0.940

ARS10 0.938 0.942

ARS11 0.936 0.940

ARS12ᵃ 0.939 0.944

ARS13 0.936 0.940

ARS14ᵃ 0.940 0.944

ARS15ᵃ 0.939 0.943

ARS16 0.935 0.939

ARS17 0.937 0.941

ARS18 0.936 0.940

ARS19 0.943 0.946

ARS20 0.939 0.943

ARS21 0.939 0.944

ARS22 0.939 0.944

ARS23 0.939 0.943

ARS24 0.939 0.943

ARS25 0.940 0.944

ARS26 0.938 0.943

ARS27 0.940 0.944

ARS28 0.944 0.947

ARS29 0.942 0.946

ARS30 0.938 0.943

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ᵃ reverse scaled item

Life Success
Scale Reliability Statistics

Cronbach's α McDonald's ω

scale 0.916 0.918

Item Reliability Statistics

If item dropped

Cronbach's α McDonald's ω

LOTR1 0.907 0.909

LOTR2 0.904 0.907

LOTR3 0.913 0.915

LOTR4 0.904 0.906

LOTR5 0.907 0.909

LOTR6 0.905 0.907

LOTR7 0.905 0.907

LOTR8 0.912 0.914

LOTR9 0.912 0.914

LOTR10 0.907 0.908

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Curriculum Vitae

Ma. April Jevelene C. Awel

2574 Taft Ave, Malate
Manila, Metro Manila, 1008
(+63) 945 845 6991
[email protected]

PROFILE
I am a dedicated and motivated 4th year BS Psychology ACHIEVEMENTS
student seeking a dynamic and supportive organization that ● With Honors
offers meaningful opportunities for hands-on learning and (2009 - 2021)
professional development in Psychology. I aim to apply my ● Dean’s Lister
academic knowledge and further develop my skills through (2021 - Present)
practical real-world experiences.
SKILLS
● Adaptability and
EDUCATION
Flexibility
Siocon Central School
● Communication Skills
2009 - 2015
● Observation Skills
First Honorable Mention
● Resilience
● Technical Proficiency
Julian Soriano Memorial Comprehensive High School
2015 - 2018
With Honors

Immaculate Conception Archdiocesan School - Tetuan

2018 – 2021
With Honors

Arellano University
Bachelor of Science in Psychology
2021 - 2025

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EXPERIENCE
Creative Mind Child Development Center
Intern
August 2023 - December 2023
● Support learning, routines, and classroom setup.
● Monitor behavior and ensure safety.
● Provide extra help to students.

AFFILIATION
Junior Psychologist Society of Arellano University
External Committee Member
AUGUST 2022 - PRESENT
● Manage and fulfill partnerships with departments and
universities.

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Loren Rabelle S. Alcantara

General Mascardo St. Poblacion III-B
City of Imus, Cavite 4103
(+63) 967 810 1693
[email protected]

PROFILE
I am a dedicated 4th Year-BS Psychology student with a ACHIEVEMENTS
passion for mental health. Aspiring to become a military • Consistent member of
Student Organizations
psychiatrist, I aim to provide mental health support to
(2014-2025)
service members and to everyone. Equipped with leadership • With Honors
and extracurricular experience, and a commitment to (2014-2021)
service, I am eager to be a bridge to psychology and military • Dean’s Lister
service to contribute meaningfully to both fields. (2022-Present)

SKILLS
EDUCATION • Leadership
Tambubong Elementary School • Works well with a team
2014-2015 • Communication
3rd Honorable Mention

Good Shepherd Mission School

2015-2019
1st Honorable Mention

Regional Science High School for Region 9

Science, Technology, Engineering, Mathematics
2019 - 2021
With High Honors

Arellano University
Bachelor of Science in Psychology
2021 - 2025

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EXPERIENCE
Creative Mind Child Development Center
Intern
August 2023 - November 2023
● Provide assistance to the teachers.
● Conduct behavioral observation and reports to the
assigned class.

AFFILIATION
Junior Psychologists Society of Arellano University
External Committee Member, Co-Head
2022-Present
● Handles partnerships with local and external
Organizations.

Rotaract Club of Arellano University

Vice President
2024-Present
● Arrange and attend community events and programs,
join medical missions, and attend district events and
conventions.

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Richer Glade G. Benedicto

Barangay San Agustin 1
City of Dasmarinas, Cavite 4114
(+63) 922 577 6278
[email protected]

PROFILE
A motivated and dedicated Psychology undergraduate
aspiring to become a lawyer. With a strong academic
foundation—a student leader and campus journalist. He ACHIEVEMENTS
views his undergraduate studies as a critical stepping stone ● Sangguniang Kabataan
toward achieving his long-term goal of practicing law. Secretary of Barangay San
Agustin 1 (2023-present)
EDUCATION ● Former Vice President of
Dasmarinas Elementary School Arellano Supreme Student
2007 - 2016 Council (2022-2023)
● Founding Chairperson of
Congressional Integrated High School SANDIGAN - Arellano
Computer Science Servicing University (2023)
2016 - 2019 ● Legal Officer of Kabataan
With Honors Partylist Legislative Office
● Dean’s Lister (2021-2023)
Congressional Integrated High School ● Champion in Debate (2019
Humanities and Social Sciences and 2023)
2016 - 2019 ● Speakership Engagement
With High Honors about Suicide Prevention,
Voters Education, 9- Point
Arellano University Youth Agenda, LGBTQ+
Bachelor of Science in Psychology Situationer.
2021 - 2025
SKILLS
● Leadership and Team
Management
● Communication Skills
● Event Planning and
Coordination

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EXPERIENCE
CarePoint Medical, Diagnostic and Wellness Clinic
Clinical Intern- Psychometry Department
August 2023 - November 2023
● Administering and Interpreting Purdue Non-
Language Test (PNLT) and the Basic Personality
Inventory (BPI) to evaluate candidates for maritime
roles.

AFFILIATION
Junior Psychologists Society of Arellano University
President
2023 - 2024
● Overall Chairman
● Presiding Officer
● Overseeing the Society

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BACHELOR OF SCIENCE IN PSYCHOLOGY

Chloe Anne A. Bonifacio

811 Cebu St., Sampaloc
Manila, Metro Manila, 1008
(+63) 966 448 2708
[email protected]

PROFILE
I am a 4th-year BS Psychology student deeply passionate
about personal growth, learning, and achieving success
through dedication and hard work. With a clear vision for the ACHIEVEMENTS
future, I am eager to pursue a meaningful career that reflects ● Dean’s Lister
my ambition and commitment to excellence. (2021 - Present)
● Academic Scholar
EDUCATION 2021 - 2022
Padre Burgos Elementary School SKILLS
2009 - 2015 ● Communication
● Interpersonal
St. Lino Science High School ● Project Management
2015 - 2021 ● Adaptability
● Technology
St. Lino Science High School Proficiency
Science, Technology, Engineering, Mathematics
With High Honors

Arellano University
BS Psychology
2021 - 2025

EXPERIENCE
Caishen Marketing Services Inc.
HR Intern
AUGUST 2023 - OCTOBER 2023
● Conducted interviews and evaluated resume.
● Published job advertisements to attract potential
candidates.

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BACHELOR OF SCIENCE IN PSYCHOLOGY

AFFILIATION
Junior Psychologist Society of Arellano University
Documentation Committee
AUGUST 2023 - PRESENT
● Capturing photographs during the event and editing
images for publication.
● Designing the stage set-up for the event.

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 ARELLANO UNIVERSITY
BACHELOR OF SCIENCE IN PSYCHOLOGY

Marvin Czesar P. Calado

154. A. Bonifacio St., Hagdan Bato Itaas,
Mandaluyong City
09982618555
[email protected]

PROFILE
I am a passionate and driven 4th-year BS Psychology student SKILLS
with a deep curiosity about human behavior and a ● Adaptability and
commitment to understanding and improving mental well- Flexibility
being. I strive to bridge theory and practice, using my ● Communication Skills
knowledge to explore innovative approaches to personal ● Observation Skills
and community growth while continually refining my skills ● Resilience
through meaningful experiences. ● Technical Proficiency
● Organizational Skill
EDUCATION
Casimiro Ynares Elementary School
2009 – 2015

Eulogio Rodriguez Integrated School

2015 – 2019

Arellano University
2019 - 2021

Arellano University
BS Psychology
2021 - 2025

EXPERIENCE
St Vincent Learning Center
Intern
August 2023 - November 2023
● Support learning, routines, and classroom setup.
● Monitor behavior and ensure safety.
● Provide extra help to students.

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 ARELLANO UNIVERSITY
BACHELOR OF SCIENCE IN PSYCHOLOGY

Nurain A. Panganting
Unit 506 Bldg 7B Condominium Maharlika Village
Taguig City, Metro Manila
09774165449
[email protected]

PROFILE
As a focused and ambitious fourth-year Psychology student, ACHIEVEMENTS
I prioritize productivity and a strong work ethic. I begin each ● Senior High School
day early and remain dedicated to my academic goals. My Graduate with Honors
commitment to finishing my degree is matched by a desire ● Most Outstanding
to build a rewarding future in the field, where I can make a Student (S.Y 2008-
meaningful impact. 2009)
● Honor Student (S.Y
EDUCATION 2018-2021)
Maharlika Elementary School ● Kabisig Student
2013-2016 Leader (S.Y 2018-
2019)
Maria Asuncion Rodriguez Tinga Memorial High School
2016-2019 SKILLS
● MS Office Proficient
Taguig City University ● Editing Skills (Canva,
2019-2021 Photoshop, mobile
editors)
Arellano University ● Communication
2021-2025
Bachelor of Science in Psychology

EXPERIENCE
Creative Mind Child Development Center
Intern
August 29, 2023 – November 28, 2023

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 ARELLANO UNIVERSITY
BACHELOR OF SCIENCE IN PSYCHOLOGY

Shane L. Ugalino
Blk 1 Lt 9 Saint Martin de Porres St. Mayon Compound
Brookside Hills Subd. Brgy. San Isidro Cainta, Rizal
(+63) 9273611467
[email protected]

PROFILE
I am a hardworking and future-oriented fourth-year Bachelor
of Science in Psychology student. I enjoy starting my day early ACHIEVEMENTS
and staying productive. I am deeply committed to my studies ● PUP ADT Club
and am eager to finish my course in college. My Secretary (2018-2019)
determination drives me to work hard, not only to achieve my ● Dean's Lister (2022-
academic goals but also to prepare for a successful and present)
meaningful future in my chosen field. ● Academic Scholar
(2021-present)
EDUCATION
San Juan Elementary School SKILLS
2007 - 2013 ● Project Management
● Communication
Francisco P. Felix Memorial National High School
● MS Office Proficiency
2013 - 2017
With Honors

Polytechnic University of the Philippines

2017 - 2019
With High Honors

Arellano University
BS Psychology
2021 - 2025

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 ARELLANO UNIVERSITY
BACHELOR OF SCIENCE IN PSYCHOLOGY

EXPERIENCE
Field OutSource Asia, Inc.
HR Intern
August 2023 - November 2023
● Calling applicants
● Reviewing resumes
● Advertisements

AFFILIATION
Junior Psychologist Society of Arellano University
Member
Treasurer
2023 - 2024
● Financial planning
● Budgeting
● Record keeping

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