Does simultaneous motive modification optimise the teaching of inductive reasoning?

In a training study we investigated how a motivational optimisation of a cognitive training influences its effectiveness both on cognitive as well as on motivational measures. We enriched a training on inductive reasoning (Klauer, 1991)by adding typical motive modification exercises (Rheinberg & Krug, 1999). The goal of these exercises is to lead the children towards realistic goal setting, an assertive style of attribution and a positive evaluation of themselves. Within the resulting "integrated training" these exercises are applied to the cognitive material. A total of 102 sixth grade children (age 11-13) were divided into 4 groups. 43 were trained with the integrated training; 20 received the original training of Klauer (1991); 22 received a pure motive modification (Rheinberg & Krug, 1999); and 17 children served as a control group. Inductive reasoning skills were measured using the CFT 20 (Weiss, 1987). The integrated training was clearly superior to the other conditions with respect to this measure. There was also an effect of the conditions on the achievement motive of the children, but only the integrated training showed the predicted effects. The results indicate, that the combination of a cognitive training with simultaneous motive modification can result in a better cognitive and also in a motivational improvement.