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One of the more important-but seldom studied-educational outcomes is, what might be termed, continuing motivation. Briefly put, continuing is defined as the tendency to return to and continue working tasks away from the instructional context in which they were initially confronted. This return is presumably occasioned by a continuing interest in the task and not by external pressure of some kind. Thus, the kindergarten child spends the evening reliving or redoing many of the day's events. Nursery rhymes are repeated again, again-and again! The same figures are redrawn and siblings are coerced to play school. And, occasionally the 10-year-old will check out a book Indians after a social studies unit, consult the family library about a point raised in a class discussion, or proceed to turn the family kitchen into a chemistry lab-all without any direct or noticeable pressure from school, teacher, or parent. Something has happened, possibly in the course of the school day, to create a continuing interest in a given activity. The student has been turned on to seek out learning and educational experiences outside the classroom. Continuing motivation has been created! Seldom, if ever, has educational research focused such
Martin L. Maehr (Wed,) studied this question.