Does the use of rewards to motivate children to learn or to follow classroom rules run counter to fostering a true desire for mastery? This column, which consists of two separate articles, provides the opposing opinions of the authors regarding the appropriateness of giving rewards in an early childhood classroom. In "Using Rewards in the Early…

The article describes a data-based method by which teachers can differentiate motivational problems from learning problems and increase the academic performance of learners with mildly handicapping conditions. The method involves graphing work attempted and percentage correct, reinforcing work attempted, and analyzing performance data for…

The reduced continuing motivation effect is examined with regard to research, theory, and implications for practice. The description of research focuses primarily on studies conducted with preschool-aged or school-aged subjects. Explanations based on self-perception or attributional theory and learning theory are examined. (Author/PN)

This literature review focuses on the problem of lack of student motivation to learn. The purposes of this review are described as an exploration of factors that influence classroom motivation and suggestions of strategies for promoting students' desire to learn. Annotations are provided in these areas: student/teacher interaction and classroom…

This collection contains three studies of the relationship between incentives, learning, and employability. The first study, "Incentives, Learning, and Employability," by John Bishop, models students' choices concerning what to learn and how much effort to spend learning it in terms of the outcome of a comparison of benefits and expected costs and…