Motivation is important because it allows you to work towards and complete your goals. GPA allows you to see, on average, how a student performed in all the classes they took. There is likely a relationship between motivation and GPA. If a student is highly motivated, will their GPA increase? Based on previous research, it is hypothesized that highly motivated students will have a GPA of 3.0 or higher. 17 university students, 9 males and 8 females, participated in the survey. The survey included 9 questions measuring motivation, measured on a Likert scale from 1 to 5. [Results]. Students can see the results and decide to change their study habits. A real-world application could be software that helps increase students' GPA. A software developer could use the results of this study to better understand how motivation influences GPA.Intro(title will change)People motivate themselves because they want to be successful at what they are doing. Without motivation, you would never be productive or get anything done. Motivation is important because it allows you to work towards your goals. College students are likely to be highly motivated. A motivating factor for students is the prospect of getting a good job after graduation. Doing well in a university means getting a high grade point average (GPA). GPA allows you to see, on average, how a student performed across all the classes they took. GPA can be seen as a result of student success, and motivation can be seen as a key factor in student success. For this reason, it is likely that a relationship exists between motivation and GPA. So, if a student is highly motivated, will their GPA increase? (Author's name) made a s...... half of the article ......tion, and a score of 1 (not motivated) would be the least motivated. A total of four questions were reverse scored.GPA. The survey included a question regarding a high or low GPA. Participants were asked whether they had a (high) GPA of 3.0 or higher or a (low) GPA of less than 3.0. References Brint, S., & Cantwell, A. M. (2010). College time use and academic achievement: Results from the 2006 University of California College Experience Survey. Teachers College Record, 112(9), 2441-2470.Burton, L. J., & Albion, M. J. (2013). Developing a self-report measure of student interest and motivation in studying engineering. Bye, D., Pushkar, D., & Conway, M. (2007). Motivation, interest, and positive affect in traditional and nontraditional college students. Adult Education Quarterly, 57, 141-158. doi: 10.1177/0741713606294235