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This study used Ajzen's (1991) Theory of Planned Behavior (TPB) to explore Polynesian student-athletes' motivation to improve academic performance (AP), while participating in Division I (D1) college football. Specifically, this study examined how attitude, subjective norms and perceived behavioral control influence motivation to achieve a higher GPA. Furthermore, ethnic identity, family obligation and cultural values were examined as potential contributors to subjective norms. The sample consisted of 70 Polynesian football student-athletes at 10 U.S. D1 universities. A modified TPB questionnaire was used to assess the TPB variables (attitude, subjective norms, and perceived behavioral control) as contributors to Polynesian football student-athletes academic, athletic, and career motivation toward achieving a higher GPA. A factor analysis indicated family obligation and cultural values were contributors to subjective norm. Further, a stepwise regression analysis indicated subjective norm was a consistent predictor of academic, athletic, and career motivation. Positive relationships were also found between perceived behavioral control and athletic motivation, as well as, attitude and academic motivation. Although AP was not predicted in this study, findings highlight the impact of Polynesian football student-athletes perceived social pressure from family and culture on their academic, athletic, and career motivations. Findings provide implications for advisors, administrators, and scholars.

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The purpose of this qualitative, case study research project is to explore international student-athletes’ experiences at U.S. higher education institutions, probing how well nonimmigrant visa holders are prepared for postgraduate success through their college experiences. Six collaborators engaged in photo elicitation interviews to provide insight into how they have navigated their international student identity and student-athlete identity. Collaborators each shared 10-15 media files representative of their experiences, and then they engaged in 90-minute interviews to talk about what their selections meant to them and why they were significant. The frameworks of agency, self-authorship, and voice were used to gauge how the international student-athlete experience fostered collaborators’ journeys from external influence to internal meaning-making and equipped them to become leaders in their global societies. This project offers considerations and strategies for college athletics staff and international services staff to better support the international student-athletes on their campuses.

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