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<p class="AbstractText">Existing research into motivation in online environments has tended to use one of two approaches. The first adopts a trait-like model that views motivation as a relatively stable, personal characteristic of the learner. Research from this perspective has contributed to the notion that online learners are, on the whole, intrinsically motivated. The alternative view concentrates on the design of online learning environments to encourage optimal learner motivation. Neither approach acknowledges a contemporary view of motivation that emphasises the situated, mutually constitutive relationship of the learner and the learning environment. Using self-determination theory (SDT) as a framework, this paper explores the motivation to learn of preservice teachers in two online distance-learning contexts. In this study, learners were found to be not primarily intrinsically motivated. Instead, student motivation was found to be complex, multifaceted, and sensitive to situational conditions.<br /><br /></p>

SUMMARY.A study of 90 nine-year-olds in five ethnically mixed New Zealand classrooms was undertaken to investigate teachers' perceptions of Polynesian and Pakeha pupils and the relationship of these perceptions to expectations for general ability. Results showed that the Polynesian minority group pupils were perceived less favourably than the Pakeha majority on dimensions reflecting parent-home factors and academic work skills. In line with this, teachers held lower expectations for the ability of Polynesian pupils than their Pakeha classmates. However, observations of teacherpupil interaction showed no ethnic group differences. Despite the absence of any overt discrimination against minority group pupils there were achievement differences favouring the majority group in terms of standardised achievement test performance and in teachers' ratings of achievement at the end of the year. It was concluded that while teacher expectation effects did not severely bias children's learning, negative perceptions and expectations for Polynesian children led to them being treated similarly to others expected to be of low ability and helped to maintain the status quo of lower achievement.

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