Wooten, Jr., H. RayUsher, Clair H.Osborne, W. L.2023-04-212023-04-211994https://hdl.handle.net/2097/43250Student-athletes' and non-athletes' scores on several career-related assessments were compared. During the 1990-91 academic year at a medium-sized, state-supported university in the South, a sample of 41 student-athletes (83% males and 17% females) and 178 non-athletes (29% males and 71% females) completed the Values Scale (Super & Nevill, 1985b), Career Development Inventory (Super, Thompson, Lindeman, Jordaan, & Myers, 1981), and Salience Inventory (Super & Nevill, 1985a). Completion of these instruments was required for a semester-long, three-credit course in career/life planning. The student-athletes were non-revenue scholarship athletes representing a NCAA Division II institution in soccer, basketball, and tennis. Both groups contained students representing all class ranks, with a majority in both groups being white (93% of the student-athlete group and 69% of the non-athlete group. Results of two-way ANOVAs indicated that student-athletes highly value physical activity and spend more time in leisure activities than non-athletes. Only one significant gender effect was found: females had a higher score on the combined knowledge scale (M = 100.29) than males (M = 85.16) (F(1, 138) = 8.43, p < .006). The combined knowledge scale score is a linear combination of scores in decision-making and world-of-work information. This result indicates that females may be better able to apply career development principles to decision-making scenarios as well as demonstrate more knowledge of what it takes to get a job and succeed. No differences in career maturity scores were found. Implications for programming to accommodate the special needs of student-athletes are discussed.This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).career developmentDivision IIsex/gendernon-athlete studentsText