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The purpose of this study is twofold, testing how hierarchical motivation modeling explains college students' academic performances over subsequent semesters; extending the motivation modeling on the university graduate attributes of another sample at a certain time point, by the regular, contextualized institutional-research (IR) practices. The hierarchical motivation modeling denotes that college-attendance values explain achievement goals, eliminating the effect of prior academic performancedoi:10.29333/ejmste/97196 fatcat:xrrtbtk5dfcvdm5ljklvx5zxci