Relating to Figure 4.3, the motivational factors influencing 3rd year are equally striking with stark contrasts with 83% of 3rd year students reporting being motivated because of the pleasure they found with the training. Compared to the first years, only 16% found motivation through the pleasure of training. This motivational drive can be linked to the intrinsic theories of Vallerand (2004) (2.5.1.). This refers to engaging in an activity for the pleasure and satisfaction of participation. Further relation to the three types of intrinsic motivation; Motivation to know – training for the pleasure of learning Motivation towards achievement – ​​training for the pleasure of improving Motivation to experience stimulation – engaging in activities outside the senses and (Vallerand, 2004) Results and literature show that the approach to motivation of 3rd year students mainly focuses on psychological needs, deriving pleasure from training through independence and understanding. The final table (Fig.4.4) compares different university courses and the relationships they have with motivational drives. The most obvious result was linked to the social pressures of sports courses compared to other courses. In the sports course, 73% of students found social pressures to be an active motivator for training, compared to 43% of students. This motivation can be linked to Atkinson's (1964) Modern Expectancy Theory (Fig.2.7.3.). This links motivation to beliefs related to task expectancy and value, students' sociocognitive variables are influenced by others' attitudes and expectations towards them. Regarding student motivation, if a student has an active sports background and competes in college sport and studies in a sports-related course, the... middle of paper... ss, the large amount of results has had difficulty providing a definitive answer. The findings stated that most students are motivated by goal setting, socialization and image. However, he also said that motivation affects different students of different genders, ages and study environments. For example, female students appeared to be motivated by intrinsic rewards, unlike males who were motivated by extrinsic rewards. Then, looking at students' specific target areas, younger students were motivated by social factors compared to older students who found motivation from intrinsic pleasures. The course environment also provided interesting responses, observing sports courses students were motivated by peer pressure. All these findings have been analyzed and can therefore generate answers as to why and how students are motivated.