Exploring how the quality of the professor–student–athlete relationship influences collegiate student-athletes’ academic motivation

Collegiate athletes in the United States develop several relationships during their college athletic careers. One such relationship that is scientifically under-researched is the relationship quality between professors and student-athletes. Therefore, the purpose of this research is to understand how quality professor–student–athlete relationships influence academic motivation among American college athletes. This study was conceptualized by utilizing the 3C model of closeness, commitment, and complementarity. Using a qualitative research design, 14 collegiate athletes participated in semi-structured Zoom interviews. Themes that emerged were the professor–student–athlete relationship as a whole and the constructs of closeness, commitment, and complementarity. Subthemes that were also present included perceptions of a caring climate, athletic identity, student effort, professor effort, enjoyment/boredom, stress reduction, seeking help, validation, autonomy, professional development, networking, and relatedness. Overall, student-athletes shared that when professors create environments that are caring, allow for flexibility, and help college athletes access professional networks, students experience increased academic motivation.