The effect of intrinsic motivation on success in a technology management undergraduate program

In this study we track the academic performance of twenty-two students in a Technology Managements bachelor's program to look at the relationship that age, total number of semester credit hours, and time invariant factors that vary across observational units but do not vary across time have on academic performance. We find scant evidence for a significant relationship between either age of total number of credit ours on grade point average, but our regression analysis does suggest that time invariant factors of the sort mentioned earlier do play a significant role in academic performance. Lastly, we conduct a Hausman test to determine whether a fixed effects or random effects model is appropriate, and find that the fixed effects model is preferred; a conclusion that tells us that these time invariant factors are likely correlated to the other right-side variables (age, total number of credit hours) that we have included in the model.