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Student-athletes are especially at risk of mental health impairment because of the demands of both the academic and athletic context. However, there is a lack of studies focusing on the impact of specific dual career factors on their mental health due to a lack of measurement tools designed to examine the interactions between student and athlete roles. The purpose of this study was to develop the Sport-School Interactions Scale in a long (SSIS-LF) and a short form (SSIS-SF) from existing work-family and school-family conflict and enrichment scales (Carlson et al., 2000; Carlson et al., 2006; van Rhijn et al., 2019). Factorial structure, discriminant validity, and reliability were examined and showed acceptable evidence in Study 1 (CFA goodness of fit : n = 371, χ² (528) = 1222.41, p < .001, CFI = .92, SRMR = .05, RMSEA = .06; McDonald’s omega coefficients ranged from .80 to .93) and Study 2 (n = 367, χ² (47) = 126.27, p < .001, CFI = .93, SRMR = .06, RMSEA = .07; McDonald’s omega coefficients ranged from .63 to .76). Moreover, concurrent validity was evidenced through the relationships between sport-school interactions and role-specific perceived stress and satisfaction, and global well-being.

Student-athletes must manage the demands provided by school and sports environments. The result is a stronger identification as a student and/or athlete in their overall definition of themselves. Specific identities can change with time, demands and contexts. The purpose of this study was to translate the Academic and Athletic Identity Scale, developed by Yukhymenko-Lescroart (2014, Student and Athletes? Development of the Academic and Athletic Identity Scale (AAIS). Sport, Exercise, and Performance Psychology), into French (AAIS-FR) and examine its factorial structure, reliability and concurrent validity. Construct and concurrent validity were examined among 363 French university student-athletes (50.41% women). Confirmatory factor analyses confirmed the 2-factor structure (i.e., χ² (32, N = 363) = 100.881, CFI = .971, TLI = .959, RMSEA = .077, SRMR = .038), with one item removed because of its low factor loading. Moreover, the results revealed a positive association between athletic identity and engagement, a negative association between athletic identity and burnout, and no association between academic identity and sport well-being. However, future research is needed to provide further evidence of the AAIS-FR validity.