Research supported in part by a National Institute for Mental Health Training Grant No. MH11102-01. A Revision of this paper was reported at the International Congress for Mental Health, London, England, August, 1968.

The order of presentation of topics is an important factor in the success of introductory psychology courses. Criteria for judging the efficacy of a course sequence should include use of students' entry level skills as a foundation, sections following each other coherently, and motivation for students to learn "hard" material. (CS)

Provides a checklist useful to teachers purchasing programs or wishing to create their own programs, suggesting that creating and evaluating programs on the precepts of goal setting, curiosity, and fantasy should ensure a good return on the software production/purchasing dollar. (MP)

Provides suggestions for instructors on how to effectively motivate training class of hostile students. Principles of learning and motivation, lively training introduction, good instructor example, a motivating message, making learning reinforcing, separating feeling from knowledge, motivating with student action, and recognizing students'…

There is a population of "invisible scholars," independent of educational institutions, who are neither served nor used by the educational system. Educators should consider specific initiatives to both aid and utilize their talents and efforts. (Author/MSE)

Advocates use of students' interests to develop "learning starters" (anything from the students' world with which they can become involved) as a motivational strategy in open classrooms. Identifies and discusses three major categories of learning starters: large group presentations, small group interactions, and independent study. (JD)

Discusses auditory practice (listening) as a factor in the learning process and as a goal area. Refers particularly to the "terminal" nine-year school. Motivation is high, because auditory skill can be developed to a higher point earlier than speech production. (IFS/WGA)

Children in the response-cost condition required more trials to reach a performance criterion and exhibited longer response times than children receiving reinforcement only. Response cost appeared to produce a negative effect that interfered with problem solving ability. (Author/RL)

This paper describes and illustrates the use of contract learning in undergraduate geography courses. Students and professors draw up a written agreement in which educational goals, learning resources, activities, and methods for evaluation are specified. (AV)

Examines why fiction books have usually been the genre of choice for reading aloud; research challenging the fiction-only approach; benefits of nonfiction books in the literacy experience of children; and how specific nonfiction books may be used to provide knowledge and an aesthetic experience comparable to that obtained with fiction. (MOK)

Describes a research-based analytical framework for motivation, activity, learning, and attribution to exam classroom management issues in student-centered instruction. Reviews research in classroom management for university and college-level classrooms. Describes the research base for the framework. (Contains 88 citations.) (Author/KHR)

Children's sense of relatedness is vital to their academic motivation from 3rd to 6th grade. Children's reports of relatedness predicted change in classroom engagement over the school year and contributed over and above the effects of perceived control. Analyses revealed that relatedness to parents, teachers, and peers each uniquely related to…

Describes potential role of flow experiences in motivating students to learn. Discusses the characteristics of flow: goals are clear, feedback is immediate, skills match challenges, concentration is deep, problems are forgotten, control is possible, self-consciousness disappears, sense of time is altered, and experience becomes autotelic. Then…

A theoretical model is proposed of the relationships between specific academic enablers (motivation, interpersonal skills, engagement, and study skills) and academic achievement. The results of these modeling analyses indicate that prior achievement and interpersonal skills influence motivation, which in turn influences study skills and engagement…