THE EFFECT OF A TRAINING PROGRAM IN ACHIEVEMENT MOTIVATION ON THE OF EDUCATION FOR THE ACADEMICALLY TALENTED STUDENT. AMONG PRESENTED. TWENTY BOYS WITH IQ'S ABOVE 120 AND SCHOOL GRADES BELOW C RECEIVED THE TRAINING PROGRAM IN ADDITION TO AN ACADEMIC SUMMER SCHOOL PROGRAM. THEY WERE COMPARED TO A CONTROL GROUP OF 37 SIMILAR BOYS WHO RECEIVED ONLY THE ACADEMIC PROGRAM. A 6-MONTH FOLLOWUP REVEALED NO SIGNIFICANT DIFFERENCES BETWEEN THE GROUPS IN IMPROVEMENT IN SCHOOL GRADE AVERAGE. IN A 1 1/2-YEAR FOLLOWUP, THE TOTAL GRADE AVERAGE OF EXPERIMENTAL SUBJECTS IMPROVED SIGNIFICANTLY MORE THAN THAT OF CONTROLS. LARGE SOCIAL CLASS DIFFERENCES WERE FOUND. THE GRADES OF HIGH SOCIAL CLASS EXPERIMENTALS IMPROVED SIGNIFICANTLY MORE THAN THOSE OF HIGH CONTROLS, WHILE LOW EXPERIMENTALS DID NOT INCREASE MORE THAN LOW CONTROLS. IN THE EXPERIMENTAL GROUP, IMPROVEMENT IN SCHOOL GRADES WAS SIGNIFICANTLY CORRELATED WITH PARTICIPATION VARIABLES. ONE OF THE GAMES USED TO HELP THESE BOYS WAS THE RACE GAME. IT CONSISTED OF A MINIATURE RACE TRACK AROUND WHICH SMALL ELECTRIC CARS COULD BE DRIVEN. THE BOYS, CONTROLLING THE SPEED OF THEIR CARS, RACED AGAINST EACH OTHER. THE BOY WITH THE FASTEST TIME WAS THE WINNER. AS THEY RACED THE BOYS WERE ASKED TO KEEP IN MIND THE CHARACTERISTICS OF THE ACHIEVING PERSONALITY IN RELATION TO THE RACE--PERSONAL RESPONSIBILITY (HOW INVOLVED I AM IN THE RACE), MODERATE RISK-TAKING (HOW MUCH OF THE TIME DID I TAKE TOO MUCH OF RISK), AND ABILITY TO USE KNOWLEDGE OF RESULTS (HOW WELL DID I USE MY PRACTICE TRIALS TO JUDGE MY ABILITY).