The Relationship Between Social Identity, Academic Achievement, And Sports Participation In Badminton: Literature Review

Muhammad Ishak

Authors

Muhammad Ishak Universitas Negeri Makassar

Keywords:

Social Identity, Academic Achievement, Sport Participation, Badminton Athletes, Literature Review

Abstract

Social identity, academic achievement, and sport participation are important factors influencing the holistic development of student-athletes. In badminton, athletes are required not only to achieve optimal sporting performance but also to maintain academic responsibilities. However, studies examining the interrelationship among social identity, academic achievement, and badminton participation remain fragmented. Therefore, this literature review aimed to analyze the conceptual and empirical relationships among these three constructs and to develop an integrative understanding of their role in athlete development. This study employed a literature review design by synthesizing scientific publications from reputable databases, including Scopus, Web of Science, PubMed, ScienceDirect, ERIC, Google Scholar, SINTA, and Garuda. Articles published between 2015 and 2025 were screened using predefined inclusion and exclusion criteria. A total of 78 studies were initially identified, 60 articles were screened after duplicate removal, and 20 eligible studies were included in the final analysis. Data were analyzed using a thematic synthesis approach focusing on social identity, academic achievement, and sport participation. The findings revealed that 85% of the reviewed studies reported a positive relationship between social identity and sport participation, while 80% found that sport participation positively influenced academic achievement. Furthermore, 70% of studies indicated a direct relationship between social identity and academic achievement, and 65% demonstrated that social identity indirectly enhanced academic outcomes through increased sport participation. Social identity was found to strengthen motivation, commitment, resilience, social support, and self-regulation, which are essential for both sporting and academic success. In conclusion, social identity serves as a critical psychosocial mechanism linking badminton participation and academic achievement. Strengthening social identity within badminton environments may contribute to sustainable athlete participation, improved educational outcomes, and holistic athlete development.

References

Álvarez-Bueno, C., Pesce, C., Cavero-Redondo, I., Sánchez-López, M., Garrido-Miguel, M., & Martínez-Vizcaíno, V. (2017). Academic achievement and physical activity: A meta-analysis. Pediatrics, 140(6), e20171498. https://doi.org/10.1542/peds.2017-1498

Bruner, M. W., Boardley, I. D., Benson, A. J., Wilson, K. S., Root, Z., Turnnidge, J., & Côté, J. (2017). Disentangling the relations between social identity and prosocial and antisocial behavior in youth sport. Journal of Youth and Adolescence, 46(5), 1118–1129. https://doi.org/10.1007/s10964-016-0563-8

Burns, R. D., Fu, Y., Podlog, L., & Brusseau, T. A. (2020). The relationship between organized sport participation and academic achievement among adolescents. International Journal of Environmental Research and Public Health, 17(7), 2499. https://doi.org/10.3390/ijerph17072499

Camiré, M., & Santos, F. (2019). Promoting positive youth development and life skills in youth sport. Sport in Society, 22(11), 1889–1901. https://doi.org/10.1080/17430437.2018.1502351

Comeaux, E. (2018). College athletes’ rights and well-being: Critical perspectives on policy and practice. Johns Hopkins University Press. https://muse.jhu.edu/book/58794

Côté, J., & Hancock, D. J. (2016). Evidence-based policies for youth sport programmes. International Journal of Sport Policy and Politics, 8(1), 51–65. https://doi.org/10.1080/19406940.2014.919338

Cruwys, T., Haslam, S. A., Dingle, G. A., Haslam, C., & Jetten, J. (2020). Social identity, health and well-being. In S. A. Haslam et al. (Eds.), The New Psychology of Health (pp. 75–96). Routledge. https://doi.org/10.4324/9781315648569

Donnelly, J. E., Hillman, C. H., Castelli, D., Etnier, J. L., Lee, S., Tomporowski, P., Lambourne, K., & Szabo-Reed, A. N. (2016). Physical activity, fitness, cognitive function, and academic achievement in children. Medicine & Science in Sports & Exercise, 48(6), 1197–1222. https://doi.org/10.1249/MSS.0000000000000901

Fedewa, A. L., & Ahn, S. (2019). The effects of physical activity and physical fitness on children’s achievement and cognitive outcomes: A meta-analysis. Research Quarterly for Exercise and Sport, 90(1), 14–23. https://doi.org/10.1080/02701367.2018.1545611

Fransen, K., Haslam, S. A., Mallett, C. J., Steffens, N. K., Peters, K., & Boen, F. (2020). Is perceived athlete leadership quality related to team effectiveness? A comparison of three professional sports teams. Journal of Science and Medicine in Sport, 23(6), 576–581. https://doi.org/10.1016/j.jsams.2019.12.008

Gu, X., Solmon, M. A., & Zhang, T. (2019). Understanding students’ motivation in physical education and sport participation. Journal of Teaching in Physical Education, 38(3), 225–233. https://doi.org/10.1123/jtpe.2018-0155

Guidotti, F., Cortis, C., & Capranica, L. (2015). Dual career of European student-athletes: A systematic literature review. Kinesiologia Slovenica, 21(3), 5–20. https://www.fsp.uni-lj.si/kinesiologija

Haslam, S. A., Jetten, J., Cruwys, T., Dingle, G., & Haslam, C. (2018). The New Psychology of Health: Unlocking the Social Cure. Routledge. https://doi.org/10.4324/9781315648569

Holt, N. L., Neely, K. C., Slater, L. G., Camiré, M., Côté, J., Fraser-Thomas, J., MacDonald, D., Strachan, L., & Tamminen, K. A. (2017). A grounded theory of positive youth development through sport. International Review of Sport and Exercise Psychology, 10(1), 1–49. https://doi.org/10.1080/1750984X.2016.1180704

Holt-Lunstad, J. (2021). Social connection as a public health issue: The evidence and a systemic framework for prioritizing the “social” in social determinants of health. Annual Review of Public Health, 43, 193–213. https://doi.org/10.1146/annurev-publhealth-052020-110732

Howie, E. K., & Pate, R. R. (2012). Physical activity and academic achievement in children. Sports Medicine, 42(9), 727–736. https://doi.org/10.2165/11635520-000000000-00000

Ivarsson, A., Stenling, A., Fallby, J., Johnson, U., Borg, E., & Johansson, G. (2021). The predictive ability of the talent development environment on youth elite football players’ well-being. Journal of Sports Sciences, 39(18), 2051–2058. https://doi.org/10.1080/02640414.2021.1912456

Martin, L. J., Eys, M. A., & Loughead, T. M. (2021). Team cohesion and athlete motivation in youth sport. Psychology of Sport and Exercise, 52, 101839. https://doi.org/10.1016/j.psychsport.2020.101839

Miller, P. S., & Hoffman, J. H. (2020). Mental well-being and identity development among student-athletes. Journal of Intercollegiate Sport, 13(1), 24–42. https://doi.org/10.17161/jis.v13i1.13574

Phomsoupha, M., & Laffaye, G. (2015). The science of badminton: Game characteristics, anthropometry, physiology, visual fitness and biomechanics. Sports Medicine, 45(4), 473–495. https://doi.org/10.1007/s40279-014-0287-2

Putnam, R. D. (2020). The Upswing: How America Came Together a Century Ago and How We Can Do It Again. Simon & Schuster. https://www.simonandschuster.com/books/The-Upswing/Robert-D-Putnam/9781982129149

Rees, T., Haslam, S. A., Coffee, P., & Lavallee, D. (2015). A social identity approach to sport psychology: Principles, practice, and prospects. Sports Medicine, 45(8), 1083–1096. https://doi.org/10.1007/s40279-015-0345-4

Singh, A. S., Saliasi, E., van den Berg, V., Uijtdewilligen, L., de Groot, R., Jolles, J., Andersen, L. B., Bailey, R., Chang, Y. K., Diamond, A., Ericsson, I., Etnier, J., Fedewa, A., Hillman, C., McMorris, T., Pesce, C., Pühse, U., Tomporowski, P., & Chinapaw, M. J. (2019). Effects of physical activity interventions on cognitive and academic performance. British Journal of Sports Medicine, 53(10), 640–647. https://doi.org/10.1136/bjsports-2017-098136

Sorkkila, M., Ryba, T. V., Aunola, K., & Selänne, H. (2020). Salient dual career construction among elite athletes. Psychology of Sport and Exercise, 47, 101638. https://doi.org/10.1016/j.psychsport.2019.101638

Steffens, N. K., Haslam, S. A., Reicher, S. D., Platow, M. J., Fransen, K., Yang, J., Peters, K., Ryan, M. K., & Boen, F. (2021). Leadership as social identity management in sport and exercise. Sport, Exercise, and Performance Psychology, 10(1), 1–22. https://doi.org/10.1037/spy0000210

Stambulova, N. B., & Wylleman, P. (2019). Psychology of athletes’ dual careers: A state-of-the-art critical review. Psychology of Sport and Exercise, 42, 74–88. https://doi.org/10.1016/j.psychsport.2018.11.013

Tajfel, H., & Turner, J. C. (1979). An integrative theory of intergroup conflict. In W. G. Austin & S. Worchel (Eds.), The Social Psychology of Intergroup Relations (pp. 33–47). Brooks/Cole. https://psycnet.apa.org/record/1980-50281-001

Thompson, A., Potrac, P., & Jones, R. (2022). Balancing educational and sporting commitments: Experiences of student-athletes. European Sport Management Quarterly, 22(4), 593–611. https://doi.org/10.1080/16184742.2020.1826995

Wong, S. H., Chan, D. K. C., & Chatzisarantis, N. (2022). Social support and motivation among youth athletes: A self-determination perspective. International Journal of Sport and Exercise Psychology, 20(4), 1038–1054. https://doi.org/10.1080/1612197X.2021.1880329