| Sumario: | The article presents information on the role that motivation plays in the maintenance and correction of learning and behavior problems. Whether a program should be designed initially to focus on developing basic skills, including learning strategies, or on affecting motivation to learn at school depends on the severity of the motivation problem. Students with milder learning problems are seen as more likely than those with severe problems to have initial motivation for participating in learning activities related to required skills and course content. However, even students with severe learning problems are seen as having initial motivation for participating in some learning activity. In both instances, daily involvements with learning activities which are matched to the student's developmental and motivational levels can produce shifts in cognition and affect leading to enhanced motivation and learning. It is frequently suggested that major shifts in negative attitudes and avoidance tendencies can be produced simply by inducing students to perform mandated school tasks for rewards or under conditions designed to ensure success.
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