A related study from Southern Illinois University Carbondale entitled, MOTIVATION AND DETERMINATION OF NONTRADITIONAL STUDENTS TO CONTINUE HIGHER

R EDUCATION WITH WORKFORCE EDUCATION AND DEVELOPMENT, OFF CAMPUS DEGREE PROGRAM by Erica P. Howard was designed and conducted to gain an understanding of what motivational factors are related to nontraditional students continuing higher education in an accelerated, off campus, weekend format. The purpose of this national study was to identify factors relating the motivation and determination of nontraditional students in the Southern Illinois University Carbondale (SIUC) Workforce Education and Development (WED), Off Campus Degree Program (OCDP). According to the summary of the study of Erica P. Howard, Intrinsic motivation influences a persons concept. With her related literature, Intrinsic Motivation (2006) reported that students are more likely to experience motivation if they Attribute their educational results to internal factors that they can control (e.g. the amount of effort they put in, not fixed ability). Believe they can be effective agents in reaching desired goals (e.g. the results are not determined by dumb luck.) Are motivated towards deep mastery *italics added] of a topic, instead of just rote-learning performance [italics added] to get good grades. (p.1) 19 This theory supports the fact that if nontraditional students believe that continuing higher education will make a difference; a powerful motivation is in place. (Howard, 2006)

In the study of Pei Yu Lin of university of Pretolia entitled the correlation between management and employee motivation in Sasol prolypropylene 2007, tackled that Motivation is an individual characteristic, but it arises from both within the individual, for instance personality, and environmental conditions. Several personality traits are relevant to job performance and may affect the individuals ability to perform a task (Spector,2000) The researcher stated that the effects of goals on motivation are enhanced by goal moderators (Lock & Latham,2004) there were four goal moderators identified as feedback, commitment, ability and task complexity. Research has shown that the goal setting without the presence of feedback is ineffective. Goal setting and feedback together lead to improved performance. Challenging goals leads to high performance only if the individuals commit to them. Goal commitment is high when an individual works to achieve a goal that is seen an instrumental in gaining other valued outcomes. Verbal appraisal is

found to be especially powerful in motivating. A person is capable of meeting a goal or not is determined by his or her ability. Research has found that effect of goals is significantly larger with self complex tasks than with more complex tasks.