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Journal Article Link 13.1: Favor, J. (2011). The Relationship between Personality Traits and Coachability in NCAA Divisions I and II Female Softball Athletes. International Journal of Sports Science and Coaching, 6(2), 301-314.

Coaches at all levels desire coachable athletes whose personalities are a good fit for their teams. Coachability is a complex construct that is not well understood in the sport science literature, but appears to be demonstrated through several behaviors. Costa and McCrae’s Five Factor Model framework proposes that personality traits are inherent and predispose a person to behave in relatively stable ways. This study used survey methodology to investigate relationships between head college coaches’ (n = 36) perceptions of coachability and 12 personality traits from the Agreeableness and Emotional Stability domains in NCAA Divisions I (n = 94) and II (n = 96) female softball athletes. Results indicated that coaches might glean the most useful insights regarding how coachable a female athlete might be by learning more about her personality in three specific areas: Anger, Immoderation, and Cooperation.

1. What descriptive statistics were reported?
2. What does the descriptive data tell you?
3. Why was Cronbach’s alpha conducted?
4. How would you interpret the Cronbach’s alpha?

Journal Article Link 13.2: Selkirk, L. C., Bouchey, H. A., & Eccles, J. S. (2010). Interactions Among Domain-Specific Expectancies, Values, and Gender: Predictors of Test Anxiety During Early Adolescence. The Journal of Early Adolescence, 31(3), 361-389.

This research focuses on the interaction between students’ domain-specific expectancies and values as a predictor of test anxiety. A subsample of adolescents from the MSALT dataset are used in the current study; students complete measures during the spring of sixth grade and again during the spring of seventh grade. Overall, findings provide support for the predicted expectancy–value interaction. Those students who highly value success in math or English yet expect to do poorly in those subjects report the highest levels of test anxiety. Effect sizes are larger for math than English. Few gender differences emerge, but one prospective analysis reveals that girls who devalue English are more likely to maintain moderate levels of test anxiety across the transition to junior high school. Findings contribute novel information to the literature on test anxiety in young adolescents.

1. What descriptive statistics were reported?
2. What correlations were significant in this study?
3. In what format was the correlation data summarized?
4. Was data ethically illustrated in each of the article’s graphs?