Participants demonstrated strong self-efficacy; held high, positive expectations for success; and set very specific, clear, and deliberate goals. Participant behavior was moderated by their personal attributes (capacity to build relationships, set goals, and maintain interest and passion) and was tempered by the environments in which they worked. Fostering similar behaviors has the potential to guide future and current PETE faculty members in creating supportive and encouraging atmospheres for sustained productivity. The lack of literature relating to this topic warrants the need for more research exploring the influential factors and benefits gained from sustained scholarly productivity over time for PETE faculty members.

The retention of customers is fundamental to the success of sport organizations for a variety of reasons, not the least of which is it is less expensive for an organization to keep a current customer than to gain a new one. Since customer repurchase intention is an important indicator to predict repurchase behavior, exploring the factors that influence this behavior has important theoretical and practical implications in the commercial martial arts school market. Although previous research provides a foundation for the factors that influence a customer’s repurchase intention, additional empirical work is warranted. This study is designed to integrate the findings of previous studies and examine how utilitarian factors (perceived value and switching cost), a hedonic factor (perceived enjoyment), and social/psychological factors (confirmation and satisfaction) directly or indirectly influenced consumers’ repurchase intentions in the context of commercial martial arts schools. The results indicated that customer satisfaction had the strongest impact on customer repurchase intention, followed by perceived enjoyment, switching costs, confirmation, and perceived value.

Higher education institutions invest a significant amount of resources every year to recruit new students. However, higher education administrators have been continuously facing challenges in enrollment management due to the demographic shifts, dramatic increases in educational costs, intense competition among institutions, and the uncertain nature of human selection patterns (Baum, Kurose, &McPherson, 2013).[3] Today's post-baccalaureate applicants are more knowledgeable than in previous years, because they can access information on a specific graduate program, in a given college, at any time. As reported in numerous studies, the number of graduate students switching out of their universities continues to be an essential issue. A useful prediction model of matriculation that uses available student data is highly desirable to assist the graduate students with timely advising early in their universities. This study was designed to build a predictive model for the probability that a specific admitted graduate student will matriculate. The results indicated that ten predictive variables were statistically significant at the .05 level. Getting an assistantship made the most substantial positive contribution in predicting student matriculation, followed by FAFSA, experience with the university, campus, degree level, college, gender, age, the number of days between application and admission, and distance to the university. This study's results could be beneficial for improving marketing efforts aimed toward individuals with characteristics most likely to enroll. Administrators could calculate the predictive score (or percentage) for each prospective student based on the predictive model. Marketing efforts could then concentrate on those applicants whose predictive score is high and eliminate the low qualifying students from their recruitment plan.

This study aims to develop a valid instrument measuring personal and social responsibility in physical education settings that is suitable for Chinese high school students age 14 and above. This instrument consists of eight aspects, which builds upon the levels of responsibility in Hellison’s (2011)[9] Teaching Personal and Social Responsibility Model (TPSR). The eight aspects in the measurement include goal, responsibility, respecting the rights and feelings of others, participation and effort, self-direction, caring, and value. The validation of the measurement was conducted based on the responses from 1091 high school students in Macau, China. The convergent and discriminant validity tests and a maximum likelihood confirmation factor analysis were performed using AMOS 21. The Bollen-Stine bootstrapping model was applied to adjust nonnormality data. Results supported a good validity and reliability of the items in the instrument.