asic nature of different learning processes (Ericksen, 1974). The locus of control in motivation is the subject area where separate theoretical views come into play. People have either an internal locus of control, an external locus of control, or are simply amotivated. "Intrinsic motivation is a state where the relevance for the learner of the content of the material is the main reason for learning. Extrinsic motivation for learning is a state where the reasons for the learning effort have nothing to do with the content of the learning material. A good learning performance serves only as a means for achieving some desired end result." (Marton, 1982, p.8)"Amotivated people tend to be passive and non-responsive. They seem to believe that they cannot have a meaningful impact on their environment, so they tend not to behave. They frequently feel helpless and are easily upset. Their learning is slow and seems to be painful" (Deci and Ryan, 1981, p.2)"The question of how people learn divides learning theorists into one of three major groups: behavioral [classical and operant conditioning], cognitive [insight, latent and observational learning], and eclectic [combinations of behavioral and cognitive theories]"(Banks and Thompson, 1995, p.226). Behaviorism, in a contemporary sense, does not rely on solely stimulus/response motives as does classical conditioning. B.F. Skinner developed the concept of behaviorism that focuses on reinforcement as the only factor necessary to explain motivation. This division of behaviorism is classified as operant conditioning (Kolesnik, 1978). "Operant conditioning is more useful in explaining our voluntary behavior and is considerably more relevant to the problems of motivation" (Kolesnik, 1978, p.77). Kolesnik comments that the basic tenet of operant conditioning is that behavior is shaped by its end result. The concept of consequences implies some system of reward or punishment, some form of pleasure or pai...
