Effects of instructionalcontexton intrinsicand extrinsicmotivationhave been examinedwith a variety of studies.Thisquasiexperimentcomparedstudentsreceivingan instructionalinterventiondesignedto increase intrinsic motivationwith studentsreceivingtraditionalinstruction.Concept-orientedreading instruction(CORI)integratedreadingand languagearts with scienceinquiry.It emphasizedlearning goals, real-world interaction (hands-on science activities), competence support (strategy instruction), autonomy support (self-directed learning), and collaboration. Traditional classrooms had the same contentobjectivesandcomparableteachersbutdifferentpedagogy.ChildreninCORIclassroomsscored higher on motivationthan did children in traditionalclassrooms, with effect sizes of 1.94 for curiosity and1.71forstrategyuse.Grade-leveldifferenceswerefoundforrecognitionandcompetition.Theresults show that classroomcontextscan be constructedto influencemotivationaloutcomespositive