High school students are more likely to worry about certain financial situations, such as choosing to attend college. For example, “students destined for a four-year college, a professional job, or a higher starting salary consistently outperform less motivated students” (Mandell and Klein 106). Students who planned to attend a four-year college had an average score of 54.9% on the personal finance test, while those who had no further plans had only an average of 37.9% on the same test (111). The motivation for these students to perform well in their personal finance course comes from their “expectations and goal setting” (106). So, while college-bound students have these goals naturally, students entering the workforce directly should be encouraged to see the benefits of personal finance for themselves. For students looking to attend college, the need to understand college finances also extends to debt because “most college students borrow to finance their education, but often do so without fully understanding how much debt is appropriate for one's education” (Pelletier 1). . From these findings, it is clearly very important for students to be motivated to learn about their personal finance, “underscoring the importance of the topic to students' lives” (Mandell 275). Therefore, by increasing student motivation, the results of personal finance lessons will be more effective and will help students understand the material even after high school