Award Date

2009

Degree Type

Thesis

Degree Name

Master of Science in Sport and Leisure Service Management

Department

Recreation and Sport Management

Advisor 1

James Busser, Committee Chair

First Committee Member

Cynthia Carruthers, Committee Chair

Second Committee Member

Jennifer Livengood

Graduate Faculty Representative

Robert Ackerman

Number of Pages

99

Abstract

Students enrolled in PGA Golf Management programs at five public universities were surveyed to determine what contributed to their academic achievement, i.e., grades, and their intention to successfully complete their academic program. The Eccles expectancy-value model of activity behaviors was used as the theoretical framework for this study. The results of regression analyses indicated that the students' perceptions that their parents and peers believed that they could successfully complete their degree requirements, as well as their own self-efficacy beliefs, predicted their academic achievement, but not their intention to complete the program. The results of regression analyses indicated also that the students' perception that the PGA Golf Management program had extrinsic and intrinsic value predicted their intention to complete the program, but not academic achievement. The findings provide some support for the use of the expectancy-value model for understanding students' academic achievement and intentions to complete the program. Implications for academic administrators are discussed.

Keywords

Academic achievement; Eccles; Intention; PGA Golf Management; Self-efficacy; Social influences; Task value

Disciplines

Higher Education and Teaching

Language

English


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