Master of Science in Sport and Leisure Service Management
Recreation and Sport Management
James Busser, Committee Chair
First Committee Member
Cynthia Carruthers, Committee Chair
Second Committee Member
Graduate Faculty Representative
Number of Pages
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.
Academic achievement; Eccles; Intention; PGA Golf Management; Self-efficacy; Social influences; Task value
Higher Education and Teaching
University of Nevada, Las Vegas
Soule, Brian James, "Determinants of academic achievement and intention to complete the program among PGA Golf Management students" (2009). UNLV Theses, Dissertations, Professional Papers, and Capstones. 124.
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