Measuring High Level Motivation and Goal Attainment among Christian Undergraduate Students: An Empirical Assessment and Model

Abstract Students at a private Christian university took part in a study focusing on high-level motivation and goal commitment. Using path analysis, this study mapped out two-paths. The first path to motivation and, therefore, goal commitment was through self-efficacy. The second path to goal commitment required a more supportive course. Spiritual, peer, family and leadership support combined to create a more encouraging sequence of action toward motivation and goal dedication. Introduction According to Merriam, Carffarella fr Baumgartner (2007), until recently it was commonly thought that learning ended with the completion of formal education. But, today adults live in a time of constant change - economic, demographic, technological and social - bombarded with new technology and information. Indeed, according to Tuijnman and Van der Kamp, (1992) there is overall agreement that lifelong learning is an important requirement for economic success and social competence. In our rapidly changing world, adults are forced to learn in a variety of environments - formal and informal- and faster than ever before. Certainly, adults learn in many different places such as on the job, at home, in informal groups, through the mass media, with friends, and in school situations (Karnes, Ginn St Maddox1980). Adult learning is a billion dollar industry in the United States (Merriam, Carffarella & Baumgartner, 2007). In the US, the overall percentage of undergraduate students classified as adult learners is around 50%. Most of these students are enrolled in community colleges, career colleges, and online programs. Similar trends are evidenced in Europe. I lien's (2004) claims an increase in adult education in the European Union. Karnes, Ginn and Maddox (1980) argue that the adult learner has different needs, attitudes, interests, values, and motivation. Motivation The word motivation is coined from the Latin word 'movere' which means to move. Motivation is defined as an internal drive that activates behavior and gives it direction. The term motivation theory is concerned with the process that describes why and how human behavior is activated and directed. Motivation is a reason or set of reasons for engaging in a particular behavior - especially human behavior. Reasons may include basic needs, an object, goal, or state of being that is desirable, which may or may not be viewed as positive. A positive motivation philosophy and practice should improve goal attainment. Motivation helps people to achieve goals, gain a positive perspective, create the power to change, build self-esteem and capability, and manage their own development and help others with theirs. There are many motivators that lead to goal completion. These motivators are generated from various influences- from peers, from family, from leaders, from faith, and from oneself. The purpose of this research is to look at motivation and goal achievement through the lens of personal motivators. The objective is to take a primarily business theory and apply it to college student marathon training. In business, Locke and Latham's (1990) goal setting theory has been used to predict job satisfaction. The authors argue that productivity of workers is significantly increased by high goals. Motivation, moreover, is the predecessor to goal accomplishment. Without motivation, goal failure can occur. According to Locke and Latham's (2002) writings, when a goal is set at a difficult level a person is required to put forth more effort to meet it. This effort is motivation dependent. Goals, therefore, are motivation -based outcomes leading to personal satisfaction. Motivation is achieved in many ways. Some are self- motivated and some are other-motivated. Vallerand (1997) provided a model of motivation which hypothesized about various motivational influences. Psychological needs must be met to create these needs. …