Janie Locas, Frédéric Langlois, Paule Miquelon

Although sport-study programs allow student-athletes to pursue both academic and athletic excellence, they involve high demands that may affect their psychological adjustment. Grounded in the Model of Excellencism-Perfectionism (Gaudreau, 2019) and Self-Determination Theory (Deci et Ryan, 1985; 2000; 2017), the present study pursues two aims. A first objective is to examine the associations between excellencism, perfectionism, and motivational regulation among student-athletes in both academic and sport contexts. A second objective is to identify which variables (motivations, excellencism, perfectionism), measured at Time 1 predict psychological adjustment three months later (Time 2). A longitudinal correlational design was used with secondary school student-athletes enrolled in sport-study programs in Quebec. A total of 294 participants completed both measurement waves. Overall, the findings suggest that excellencism is associated with autonomous motivation, whereas perfectionism is associated with controlled motivation. Results also indicate that, beyond excellence or perfectionism striving, motivation seems to play a key role within student-athletes’ psychological adjustment. These findings highlight the importance of targeting motivation when it comes to supporting student-athletes’ well-being.