RESUMO
Objective: The present study investigated the association between social media engagement and factors related to well-being (e.g., depression, anxiety, sleep, loneliness, self-esteem). Participants: A sample of 1120 college student-athletes (338 males, 777 females, 5 identified as non-binary) from nine universities participated in this study. Method: Data were collected through self-report measures and screen shots of participants' screen time in the previous week. Results: Overall screen time taken from devices was not associated with self-reported well-being, whereas use of social media during daily activities was related to worse well-being across domains (e.g., lower self-esteem, higher fear of missing out, stress, anxiety, depression). In addition, student-athlete perceptions that social media interfere with their lives were related to worse well-being. Conclusions: The implications of these findings, including the possibility of using protective behavioral strategies (PBS) to reduce negative impacts of social media in college students, are discussed.
RESUMO
In this study, we used social cognitive career theory (Lent, Brown, & Hackett, 1994) to examine the development of female athletes' career interest in coaching and, specifically, the impact of contextual factors (female coaching role models, working hours, and perceived discrimination) on coaching self-efficacy and outcome expectations. Participants were 205 predominantly White, heterosexual female student athletes. A path analysis indicated that role models and working hours predicted coaching self-efficacy, which predicted coaching outcome expectations. Additionally, coaching self-efficacy, coaching outcome expectations, and contextual factors predicted coaching interest. Practical implications are discussed as well as suggestions for further research in this relatively unexplored area.
