Discusses theory, research, and applications relevant to one type of personal belief: perceived self-efficacy. Presents research evidence showing how social models, goal setting, and self-evaluation affect self-efficacy, motivation, and learning. Concludes with implications of the theory and research for educational practice. (SG)

Summarizes the major points about self-efficacy and proposes instructional responses teachers can employ to raise self-efficacy. Delineates various instructional procedures that can enhance self-efficacy increasing motivation and achievement. Suggests that by giving choice, teaching literacy strategies, creating self-evaluations and changing the…

Investigates one student's social status within the class in connection with his motivations for literacy learning. Reveals that some aspects of the classroom context supported the student's intrinsic motivations for literacy learning, and others thwarted them. Finds that his low social status within the class had a strong influence on his…

Offers an interpretive case study designed to provide insights about students' thoughts, feelings, and actions when not initially motivated for literacy tasks, and ways in which some students were able to become intrinsically interested. Reveals three different patterns of engagement (or lack thereof), represented in three different "Situations"…

Explores how the Cross-Aged Literacy Program supported the motivation and literacy learning of four low-achieving ninth-grade students. Suggests that participation in the preparation seminar and cross-aged literary discussion groups contributed to three key aspects of intrinsic motivation: perceived self-competence, autonomy, and relatedness. (SG)

Examines second-graders' use of email to share with the researchers favorite parts of books they read, or any other aspect of stories they read. Finds appropriate use of e-mail communication offers teachers opportunities to identify instructional focus and take advantage of instructional moments to fit the developmental needs of their students in…

Considers how expressive written language is considered one of the most difficult areas of academic achievement for children, especially those with learning disabilities. Discusses two narrative writing models: the story frame and the story pyramid. (SG)

Describes how IBM's "LinkWay" hypertext program was used in the Tuba City Boarding School (Navajo Reservation) to develop reading improvement programs and to allow students to develop their own productions. Notes that the program addresses the cooperative, noncompetitive nature of the Navajo learning style, and the problems of unfamiliar content…

Discusses the preparation and empowerment of teachers to engage in transactional strategy instruction. Reviews current research and practice relevant to transactional strategy instruction. Considers students' motivations to learn and cognitive strategy instruction beyond reading and writing. (HB)

Outlines an orientation to teaching that stresses the necessity of matching both motivation and capabilities and encompasses both regular instruction and remediation. Emphasizes improving regular instruction by enhancing teachers' abilities to personalize instruction. Notes the emphasis at all times is on use of the least intervention needed and…

Suggests a classroom newspaper provides an excellent vehicle for teaching writing to students of various ability levels, allows students to direct their writing to a specific audience, and increases motivation (because recognition through publication is very reinforcing). All students, including students with disabilities, can benefit from the…

Examines motivation in high school students' conceptual change about physics principles, and college students' motivation for biology learning. Finds grades and interest were important, but students did not report the importance of social support. Suggests similar motivations are important in both conceptual change and assimilation and help…

Shares observations about implementation issues that have emerged during efforts to find and evaluate computer-based solutions for students' learning and studying problems. Notes these issues fall into five topic areas: access issues, motivational issues, curriculum integration issues, labeling issues, and funding issues. Describes each issue,…