This study investigated the relationship between parents' reward strategies for children's school performance and children's intrinsic academic motivation, achievement, and classroom functioning. Nine-year-olds (N=107) were given tests that measured motivation and achievement (the Children's Academic Intrinsic Motivation Inventory and the Woodcock-Johnson Tests of Achievement). Mothers completed a survey concerning reward strategies they used when their children did well or poorly in school tasks. Teachers completed the teacher's version of the Achenbach Child Behavior Checklist. Reward strategies emphasizing children's competence were positively related to motivation. Children who received more praise showed higher achievement. Reward strategies emphasizing extrinsic rewards or devaluation of competence were negatively related to motivation and achievement. These strategies were also associated with more school behavior problems and less effective learning. A list of seven references is included. (BC)