This paper proposes strategies of motivation in computer based instruction (CBI) derived from motivational foundations of cognitive, affective, and social learning theories. The assumption made here is that motivation and achievement interact in ways that warrant a "holistic" examination of strategies incorporated into CBI. Thus motivation in CBI is not solely a function of affect--it can be strengthened by cognitive and social motivational influences. In this holistic motivational framework, CBI must serve to improve learners' expectations of success, enhance feelings of self-efficacy, increase perception of control, and help learners make positive effort, ability, and strategy attributions. The role of theories and models of motivation and their relevance to CBI are explored, and ways in which computers are amenable to the incorporation of strategies of motivation are explicated. (57 references) (Author)