Three basic types of motivational theories present in the literature are reviewed and combined to form a conceptual scheme useful to the adult educator. This consolidated theory allows learning experiences to be based on a more consistent set of assumptions about the nature of nontraditional adult students. (MSE)

A study of student attitudes toward independent project work indicates that grades may be a larger motivation than learning, and that students may exploit the assessment system in varying degrees to attain their end. However, "project game" players had no statistically significantly higher grades. (MSE)

The matching law for reinforced behavior solves a differential equation relating infinitesimal changes in behavior to infinitesimal changes in reinforcement. The equation expresses plausible conceptions of behavior and reinforcement, yields a simple nonlinear operator model for acquisition, and suggests a alternative to the economic law of…

Describes how letters from the author's son acted as a major motivational technique to involve students in a remedial reading class. (DD)

Songs aren't just for singing. Use them to develop writing, vocabulary, and creative thinking skills. Two teachers tell how. (Editor)

An action research project conducted by British adult students pursuing National Vocational Qualifications demonstrated that learning was inseparable from a sense of personal identity. Personal motivators,such as self-esteem and confidence were vital and external motivators. Such credentials were usually not sufficient to encourage studying.…

Outlines the author's research and interest in the life and sexuality of Clyde Fitch, a successful yet historically obscure American playwright and sometime lover of Oscar Wilde. Explains that Fitch whets the author's hunger for more knowledge because of what he revealed about the reigning feminine ideal that he helped codify and that the author…

Human resource development students in online courses (n=45) completed the Instructional Material Motivation Survey and Motivated Strategies for Learning Questionnaire. Course relevance was the strongest motivator, followed by material that arouses curiosity, encourages frequent instructor feedback, facilitates completion, and supports the belief…

On-campus and distance adult learners (n=20) related the experience of their enrollment decisions, uncovering six themes: fears, motivation, family support, academic preparedness, suitability of programs, and identity change. Motivation was the key to persistence. Preentry information, guidance, and preparation for prospective adult open and…

The Motivational Framework for Culturally Responsive Teaching includes four conditions collaboratively created by teachers and learners: establishing inclusion, developing attitudes, enhancing meaning, and engendering competence. Peer coaching, action research, and a balance of pressure and support are ways to enable successful transfer of…

Presents five high school teachers' ideas about how to create a desirable environment for their students' learning in English classrooms. (SG)

Articles on encouraging growth in foreign language study focus on the following: "Encouraging the Growth of Foreign Language Study"; "Creating Intrinsic Motivation to Learn World Languages"; "Encouraging Growth by Changing Perception"; "Making the Link Between Enrollment and Learning Goals: A School District's Impact"; "Foreign Language Education:…

Discussion of learning from hypertext focuses on a study that investigated three approaches for inducing learning goals: a tutorial that provided external and specific learning objectives; a goal-based scenario; and a strategy training leading to internal goal generation. Compared the three conditions regarding learning outcomes and motivational…

Parents are offered six suggestions, based on research, that can help produce successful readers and learners. (IAH)

Studied reasons for nonparticipation in continuing education to determine whether women in traditionally female professions faced specific deterrents. Analysis of responses from a random sample of 909 nurses (of 2,063 surveyed) found five clusters of reasons: low priority for work-related education, absence of external incentives, incidental…