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The guide describes motivation training as an intervention that applies motivation theories to reshape students’ maladaptive perceptions of ability and attributions for academic outcomes. It outlines purpose, intended users across grade levels, evidence adequacy and effectiveness, practical implementation considerations, and open questions for further study.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/intensive-intervention-practice-guide-motivation-training/586443/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/intensive-intervention-practice-guide-motivation-training/586443.png","ImageObject",300,407,{"name":92,"@type":93},"Quinn Holloway","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the guide define as motivation?","Question",{"text":112,"@type":113},"Motivation is described as a multidimensional, cognitive-based construct that drives basic needs and underlies academic achievement. It can be categorized as intrinsic or extrinsic motivation.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does motivation training function as an intervention?",{"text":117,"@type":113},"Motivation training uses theories of motivation to restructure students’ maladaptive perceptions of their ability and the way they attribute academic outcomes. Attribution training highlights effort and effective strategy use while discouraging linking failures to lack of ability.",{"name":119,"@type":110,"acceptedAnswer":120},"Who is motivation training intended for?",{"text":121,"@type":113},"The guide states motivation training is appropriate for students across all grade levels and educational settings. It may be particularly effective for subsets of students, especially those showing weaknesses in this domain.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},586443,1792166164,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36,"preview_page_count":4},2336474466712,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Intensive Intervention Practice Guide: Motivation Training  \nLisa Anne Didion, University of Texas at Austin  \nSamantha A. Gesel, Vanderbilt University Amanda Martinez-Lincoln, University of Texas at Austin Kaitlin Leonard, University of Connecticut  \nIntensive Intervention Practice Guide: Motivation Training  \nThis project was supported in part by Grant H325H140001 from the U.S. Department of Education, Office of Special Education Programs (OSEP) . Opinions expressed herein are those of the authors and do not necessarily represent the position of the U.S. Department of Education, and no official endorsement by it should be inferred.  \nThis product is public domain. Authorization to reproduce it in whole or in part is granted. Although permission to reprint this publication is not necessary, the citation should be: Didion, L.A. , Gesel, S.A. , Martinez-Lincoln, A, & Leonard, K. (2017) . Practice Guide: Motivation Training. Washington, DC: US Department of Education, Office of Special Education Programs.  \nIntensive Intervention Practice Guide: Motivation Training  \nContents  \nWhat is it? .......................................................................................... 4  \nFor whom is it intended? ................................................................. 5  \nHow does it work? ............................................................................. 5  \nHow adequate is the research knowledge base? ............................ 6  \nHow effective is it? ............................................................................ 7  \nHow practical is it? ............................................................................ 9  \nWhat questions remain? ................................................................... 10  \nWhere can I learn more? ................................................................... 11  \nReferences ......................................................................................... 12  \nTable 1. Characteristics of Motivation Training Components .......... 15  \nTable 2. Sample of Research Evidence in Motivation Training........ 16  \nIntensive Intervention Practice Guide: Motivation Training  \nWhat is it?  \nMotivation is a multidimensional, cognitive-based construct that drives many basic physiological needs (e.g. , hunger, safety) and has been shown to be an underlying factor in academic achievement (Bernstein & Nash, 2008; Maslow, 1943) . Motivational level is malleable (Linnenbrink & Pintrich, 2002; Ryan & Deci, 2000) and varies across individuals (Grolnick & Ryan, 1990) . Additionally, motivation can be categorized as intrinsic or extrinsic. Intrinsic motivation emphasizes the internal locus of control (Ryan & Deci, 2000) . That is, a student’s effort and ability to complete a task. In contrast, extrinsic motivation focuses on external factors that drive behavior, such as rewards or punishments (Ryan & Deci, 2000) .  \nIn academics, motivation has been defined as,“a desire for significant accomplishments, for mastering skills or ideas, for control, and for rapidly attaining high standards”(Murray, 1938, p. 373), emphasizing the intrinsic component of motivation. Students’ perception of their academic ability and the effect this ability has on academic outcomes plays a central role in intrinsic motivation (Ryan & Deci, 2000) . In turn, students’ level of intrinsic motivation impacts their academic achievement (Bernstein & Nash, 2008; Maslow, 1943) . For instance, positive student self-efficacy (i.e. , belief in one’s capability) and positive attribution of success (i.e. , effort and effective strategy use) are associated with realistic goal setting and persistence in challenging tasks (Bernstein & Nash, 2008; Hetherington, Parke, & Locke, 1999; Linnenbrink & Pintrich, 2002) . Consequently, these motivational components contribute to effective learning environments, which can ultimately impact academic achievement (Linnenbrink & Pintrich, 2002;  \nToste, Capin, Vaughn, Robe","cbCaivwklODvVbRq","https://ap.wps.com/l/cbCaivwklODvVbRq","pdf",969081,16,"English","# What is it?\n# For whom is it intended?\n# How does it work?\n# How adequate is the research knowledge base?\n# How effective is it?\n# How practical is it?\n# What questions remain?\n# Where can I learn more?\n# References\n# Table 1. Characteristics of Motivation Training Components\n# Table 2. Sample of Research Evidence in Motivation Training","[{\"question\":\"What does the guide define as motivation?\",\"answer\":\"Motivation is described as a multidimensional, cognitive-based construct that drives basic needs and underlies academic achievement. It can be categorized as intrinsic or extrinsic motivation.\"},{\"question\":\"How does motivation training function as an intervention?\",\"answer\":\"Motivation training uses theories of motivation to restructure students’ maladaptive perceptions of their ability and the way they attribute academic outcomes. Attribution training highlights effort and effective strategy use while discouraging linking failures to lack of ability.\"},{\"question\":\"Who is motivation training intended for?\",\"answer\":\"The guide states motivation training is appropriate for students across all grade levels and educational settings. It may be particularly effective for subsets of students, especially those showing weaknesses in this domain.\"}]","Intensive Intervention Practice Guide - Motivation Training | PDF",1792057927]