The failure to activate or transfer appropriate knowledge can be attributed to purely cognitive factors, but it is likely that motivational and contextual factors also play a role (Garner, 1990). Models that focus only on cognition tend to avoid including constructs such as an individuals goals, intentions, purposes, expectations or needs (Pintrich, 1990; Searle, 1992)…Students can and do adopt different goals and purposes for their school work, and becoming cognitively engaged in the myriad of classroom academic tasks is really a choice they can make for themselves. In addition, their level of engagement and willingness to persist at the task may be a function of motivational beliefs (Pintrich and De Groot, 1990a, 1990b; Pintrich and Schrauben, 1992).