Four experiments focused on ways children could be trained to imitate others in imposing on themselves higher performance standards in game situations. The study also attempted to determine whether this internal achievement motivation behavior would be transferred by the children to situations such as learning in a classroom. The subjects were 122 male and 119 female elementary school children in grades two through six. The experiments involved children observing a peer model exhibiting high or low standards of self-reward in a novel game after which the subjects played the game, or subjects observing peer models choosing either difficult or easy goals in a novel athletic game after which the subjects played the same game, and, finally, subjects being given training in self-monitoring and simple goal-setting. Substantial persistence of the effects of exposure to the models and generalization of these effects to a new game was demonstrated. Subjects who had seen a model prefer more difficult goals had, themselves, chosen more difficult goals. Exposure to self-monitoring training produced an interest in achievement, although the goal-setting procedures had no effect on either study behavior or achievement. The study suggests that even relatively brief systematic attempts to affect children's goal-setting and self-monitoring behavior have significant beneficial effects, and that investigation into the adaptation of such techniques to educational contexts seems highly worthy of further pursuit.(Author/MS)