I know I can do this, but where's my motivation?

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Abstract
Breadth of scope and inclusion of teachers as co-investigators made the Weinstein et al. intervention unusually powerful and well adapted to its context although its effects are difficult to interpret. Future efforts might build on this model by expanding its purview even further, particularly by including more self-report data, attending to educational aims and curricular content in addition to instructional method, addressing the value aspects as well as the expectancy aspects of motivation, and seeking to develop enduring dispositions of motivation to learn in students and autonomous goal setting in teachers.

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