This action research project implemented and evaluated a method to improve student motivation and academic achievement. The targeted population consisted of seventh and eighth graders from a middle school in a small midwestern community. Motivational problems were documented by means of academic grades, homework contract referrals to the administration, student and parent surveys, and teacher observation. The intervention was comprised of: (1) improving content relevance in seventh grade math, language arts, and science classes and in eighth grade algebra classes by using the theory of multiple intelligences to develop learning activities incorporated 2 to 3 times per week; and (2) teaching goal-setting processes through 2 hours of direct instruction during advisor/advisee sessions for seventh graders and during algebra class for eighth graders. Students set academic goals and evaluated their progress toward their goals. Post-intervention data gathered through parent and student surveys, student interviews, assignment records, teacher observation and anecdotal records, and student points indicated that: lessons that included a greater variety of multiple intelligences produced a higher level of intrinsic motivation among most students, the transfer of learning was most effective when used for short-term goals, goal setting was beneficial to students, graphing their progress enhanced students' desire to improve their grades, and students worked to earn extra credit points offered. However, there was a downward shift in students' opinion of the importance of homework and the amount of time devoted to it. (Appended are data collection materials, compiled raw data, and sample lesson plans. Contains 31 references.) (KB)