Effectively using strategies to solve complex problems is an important educational goal and is implicated in successful academic performance. However, people often do not spontaneously use the effective strategies unless they are motivated to do so. The present study was designed to test whether educating students about the importance of effort in achievement improved students' problem solving, beyond the level produced by exposure to effective learning strategies alone, in the context of computer simulation-based physics problem solving. Sixty-two 4th and 5th grade elementary students were randomly assigned to two groups: (1) strategy-only control group, in which the students only received strategy instruction, such as "control of variable" strategy; (2) strategy-plus-effort experimental group, in which the students not only received the same strategy instruction, but also an intervention educating them about the importance of effort in achievement. Instruction that emphasized efforts in addition to strategy learning produced greater learning than strategy instruction alone in: (1) physics problem solving performance (p < 0.05); (2) persistence in facing academic difficulties (p < 0.05); (3) effective strategy use during problem solving (p < 0.05); and (4) effort beliefs toward physics problem solving (p < 0.5 ). In addition, when receiving negative feedback, the control group students were more readily to quit the problem solving, than the experimental group students did (p < 0.5). The findings indicate that, instruction emphasizing effort offers a promising approach to promote learning and motivation in physics problem solving. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]