摘要：The natural symbiotic relationship between intrinsic and extrinsic factors and how they contribute to student success is undeniable. A plethora of work including self-determination (Anderman and Anderman, 2010), attribution (Graham, 1996) and social cognitive (Bandura, 1986) theories speak about academic achievement by students having a reciprocity relationship between the extrinsic factors that underline or accentuate intrinsic motivating factor that in turn re-enforce extrinsic factors such as familiar and societal pressures upon the student. But a recent study and review of perceptions and attitudes of traditionally underrepresented students engaged in higher education in the Eastern Province of Saudi Arabia suggests that expectancy-value theory (Eccles, 1983) and goal setting theory (Locke, 1990) perhaps have the best explanation and viewpoint on how the extrinsic motivational factors driving traditionally underrepresented female graduate students in the Eastern Province of Saudi Arabia have strengthened intrinsic motivators so that the perceptions and attitudes that the traditionally underrepresented students can be quantified and explored. Such findings seem to suggest that community leaders and stakeholders in educational, governmental and business realms have an added responsibility to maintain a broader understanding of the purpose behind the acquisition of higher degrees of education and thus supporting motivating positive factors to encourage continued participation and achievement. In turn, measured success such as high grade point averages and high employment statistics of graduates will mitigate and ultimately
