The most significant thing about motivation is that it is an intangible element in education. Its presence may only be sensed by the teacher. It does not come in units like ohms, ergs, decibels, or ounces. We're not even sure that its absence can be detected by objective measuring devices. Teachers, therefore, spend much less time studying and discussing motivation than they do in talking about programs, machines, testing instruments, and evaluation. The term motivation is frequently used by promotional representatives in describing an educational item on the market; the practice is much like the use of the term fidelity in a company name-it lends respectability to simple mercenary intentions.
VanderMeulen, K. (1973). Teaching Reading in the Secondary School: "The Fine Art of Motivation". Reading Horizons, 13 (2). Retrieved from http://scholarworks.wmich.edu/reading_horizons/vol13/iss2/9