Abstract
This study of 643 students covering 1286 individual undergraduate business classes explored the factors impacting student acquisition of assigned textbooks and instructional materials. The findings indicated that counterintuitively, lower textbook prices did not increase acquisition rates, and that the utility of assigned materials was the primary determinant of acquisition. When students do not acquire their textbooks and materials, it appears to be tied to the belief that course success is not linked to acquiring those materials. Results suggest that materials not needed to obtain a good grade will not be acquired by many students, even at lower prices. Recommendations for practice and policy are offered.
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