# data[].attributes.body
"strongly related to critical classroom variables such as task engagement, persistence, strategy use, help seeking, and task performance" (Bruning, et. al, 2011, p. 110)

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"Students create their own autonomous and controlling environments by the expectations they hold for themselves" (Bruning, et. al, 2011, p. 127)

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Bruning, Schraw, and Norby note that “Research suggests that it is not so much what a teacher does but how she or he does it that matters to students” (Bruning, Schraw, & Norby, 2011, p. 125)

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"Research indicates that self-efficacy is affected by self assessments, behavioral feedback, and environmental cues" (Bruning, et. al, 2011, p. 115)

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Rewards can work when there is “a clear set of rules, and a single solution” (Pink, 2009, 7:37)

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“rewards narrow the focus of the mind and restrict our possibilities.” (Pink, 2009)

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“goal buy in” and “achievable challenge” (Willis, TED, 2013)

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“Autonomy, mastery, purpose” (Pink, 2009, 12:09)

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“Intrinsic satisfaction such as achievement of meaningful goals, humor, optimism, positive peer interactions, and choice” (Willis, 2010, p. 11)

# data[].attributes.body
"a desire to do things because they matter, because we like it, they’re interesting, or part of something important” ” (Pink, 2009, 12:09)